Cambridge Maths School Sets Benchmark for Inclusive Excellence in STEM Education

New Specialist Sixth Form in Cambridge Delivers Outstanding STEM Results

In a landmark moment for specialist STEM education, students at Cambridge Maths School have celebrated exceptional A-level results, marking the success of the school’s founding cohort. As part of a national effort to address the UK’s shortage of advanced mathematical skills, the school’s achievements signal the growing impact of targeted sixth-form provision in Cambridge, UK, and beyond. The state-funded sixth form, run by the Eastern Learning Alliance in partnership with the University of Cambridge, opened in September 2023 with a clear mission: to pioneer inclusive approaches to learning and increase diversity in mathematics. Its curriculum draws on mastery-based teaching and contextual problem-solving, making advanced mathematics more accessible to students from a wide range of backgrounds.

Importantly, the school is part of a national network of 11 maths schools across England, each regionally funded and focused on preparing high-achieving students for university admissions UK and careers in science, technology, engineering, and mathematics. This summer, 43 students sat their Cambridge A-levels, with 53% of grades awarded at A. By comparison, national averages for A grades in mathematics and further maths stand at 8.7% and 4.3% respectively, according to JCQ 2024 data. Many students will now progress to study subjects such as mathematics, computer science, engineering, and natural sciences at leading institutions, including Cambridge University, Durham, Warwick, Bath, Edinburgh, and UCL, all ranked among the UK’s top maths universities.

Among the standout achievers was Michela Castello-Lamb, 18, from Cambridge, who earned A*S in maths A-level, further maths, chemistry, and computer science A-level. She will study mathematics at the University of Bath, whose department ranks sixth nationally and is known for its applied research and industry links. Reflecting on her experience, Castello-Lamb described joining a new school as “an exciting opportunity worth taking.” She also expressed a desire to inspire younger girls to pursue mathematics, noting that only 29% of A-level maths entries in 2024 were female—a figure that underscores the need for targeted outreach.

Similarly, Joshua Overton, 18, from Cambridgeshire, achieved A*S in biology, chemistry, maths A-level, and further maths, and will study natural sciences at Selwyn College, Cambridge University. The Natural Sciences Tripos is one of the most competitive STEM pathways in the UK, with an offer rate below 15%. Overton praised the school’s curriculum and teaching style, highlighting the logical elegance of mathematics and its real-world relevance.

Headteacher Clare Hargraves expressed pride in the students’ achievements, noting that over half of all grades were awarded at A* in the school’s first year. The founding cohort was selected from over 300 applicants, with admissions based on aptitude tests and interviews. Hargraves also highlighted the success of students from underrepresented backgrounds, including those eligible for pupil premium and female students, who made up 35% of the cohort, well above national averages for specialist maths provision. Hargraves said that the students had not simply joined a school but had embraced a bold vision. She explained that when they applied, there had been no building, no staff, and no track record, only the promise of something different. According to her, it was their belief in that vision and their commitment to learning that had led to such extraordinary outcomes.

Beyond its core curriculum, the school supports students across the East of England through outreach programmes developed with Cambridge University and its Millennium Mathematics Project. This initiative reaches over 20,000 students annually through enrichment events, online resources, and teacher training, with a strong focus on widening participation. One of the school’s key priorities is encouraging more girls to pursue STEM education beyond age 16. Earlier this year, it hosted a summer school for aspiring female mathematicians, welcoming 60 participants from across the region. Follow-up mentoring is planned throughout the academic year to sustain engagement.

In addition, university mathematicians serve as governors, contributing to the school’s strategic direction. The governance model includes three academic representatives from Cambridge’s Faculty of Mathematics, who advise on curriculum and progression. Professor Colm-Cille Caulfield, Head of the Department of Applied Mathematics and Theoretical Physics, congratulated students and reaffirmed the university’s commitment to supporting the school. He emphasised the shared goal of fostering curiosity and a love of mathematics among young people, regardless of background.

Currently, Cambridge Maths School admits students from Cambridge and nearby towns such as Luton, King’s Lynn, and Peterborough. Looking ahead, the school plans to expand its intake to 120 students per year by 2027, with outreach hubs in Essex and Suffolk to meet growing regional demand. As part of the national maths school network, Cambridge Maths School continues to play a vital role in preparing students for study at top maths universities and helping to close the UK’s STEM skills gap. This first cohort’s success sets a powerful precedent for what specialist sixth form education can achieve when vision, partnership, and ambition align.

Editor’s Note:

This first cohort at Cambridge Maths School marks a turning point in how specialist STEM education is viewed in the UK. These students were pioneers. They joined a brand-new sixth form with no past results, no building, and no staff in place, only a promise of something different. Their decision to take that leap speaks volumes about their ambition and belief in the power of mathematics. Over half of all A-level grades were awarded at A*, far above national averages. Students are now progressing to some of the UK’s top universities, Cambridge, Bath, Warwick, UCL, and others, to study mathematics, computer science, engineering, and natural sciences. These outcomes show that high-level achievement is possible when the right support, curriculum, and vision come together. But this cohort’s impact goes beyond grades. The school welcomed students from diverse backgrounds, over 40% qualified for pupil premium, and 35% were female. In a subject where girls make up less than a third of entries nationally, this represents a significant step forward. The school’s outreach work, summer programmes, and mentoring highlight a genuine commitment to widening participation and changing who gets to succeed in STEM.

Skoobuzz believes that the success of this cohort opens new doors for the students and sets a strong foundation for future generations. It proves that talent flourishes when ambition is met with opportunity. Most importantly, it shows that with the right vision, schools can reshape not only academic outcomes but also the culture and inclusivity of STEM education in the UK.