Students at Cambridge Maths School have received their A-level results, marking the first graduating class since the specialist sixth form college opened in September 2023. The school was established by the Eastern Learning Alliance in association with the University of Cambridge and is part of a broader effort to increase diversity and innovation in mathematics education.
This year, 43 students sat for their A-levels, with over half (53%) earning top A* grades. Many graduates will continue their studies in subjects such as mathematics, computer science, engineering, and natural sciences at universities including Cambridge, Durham, Warwick, Bath, Edinburgh, and UCL.
Michela Castello-Lamb from Cambridge achieved A*s in maths, further maths, chemistry, and computer science. She plans to study maths at the University of Bath. “Coming to a brand new school was a bit of unknown, but I had faith. It was an exciting opportunity that I just couldn’t pass up, and I’m delighted I didn’t!
“I’ve known from an early age that maths was the area I wanted to focus on, and I really hope I can inspire younger girls to stick with the subject. The reality is that from a young age girls are often subtly encouraged to go in a different direction, and not even think of it as an option. But I want to show them that maths isn’t the environment they might think it is.”
Joshua Overton from Cambridgeshire also earned four A*s in biology, chemistry, maths, and further maths. He will attend Selwyn College at the University of Cambridge to study natural sciences. He said: “I’m really excited about the next step and going deeper into the subject. I really enjoy the logical aspects of maths, and how it can be applied to situations in the real world, as well as the beautiful flowing arguments it creates. It was the extensive curriculum that encouraged me to apply to the Cambridge Maths School, and I’ve really enjoyed studying here, particularly the classroom style and being stretched in my subjects.”
Clare Hargraves, Headteacher of Cambridge Maths School commented: “We are exceptionally proud of our students, who have achieved outstanding results in our very first year – with more than 50% of grades awarded at A*. Their success is a testament to their hard work, resilience, and the strength of our school community. We’re especially proud of the achievements of students from underrepresented backgrounds, including those who are economically disadvantaged and girls, who have excelled in a field where diversity is so needed.
“This founding cohort didn’t just join a school – they joined a bold vision. When they applied, there was no building, no staff, and no track record – just a promise of something different. They took a leap of faith, driven by ambition, curiosity, and a passion for learning. Their belief in that vision, and their commitment to it has led to these extraordinary outcomes. We are truly inspired by what they’ve achieved; it’s been a privilege to walk alongside them. We can’t wait to see the incredible things they’ll go on to do.”
The school offers its own curriculum for A-level students based in Cambridge while also supporting pupils across East England through outreach activities created together with university partners like its Millennium Mathematics Project.
University mathematicians serve among governors at Cambridge Maths School providing leadership input.
Prof Colm-Cille Caulfield from University of Cambridge’s Department of Applied Mathematics and Theoretical Physics stated: “The School has already achieved so much after just two years; I’d like to congratulate everyone receiving their results on all their hard work. The Faculty of Mathematics looks forward to continuing support for staff & students working with them & learning from them so we can encourage this spirit of curiosity & love for maths among even more young people across region regardless background.”
Students come both from within Cambridge city limits as well as other areas such as Luton or Peterborough.
Cambridge Maths School belongs to England’s national network aiming for one specialist institution per region focused on preparing mathematically able pupils for top university STEM courses—a response designed partly due Britain’s ongoing skills gap within science & technology fields.