Yes, I think with A-Levels it does depend on the context. If you had the best teachers in the world, loads of time in non-disruptive classes and tutoring and still didn't get the top grades you're more likely to struggle than someone who has had a rough road to GCSEs for whatever reason.
We had to fight for our foster daughter to be allowed to take A-Levels rather than Btechs with her GCSE results. She had a 5 in Eng Lang and Lit and wanted to take economics and they said 'no essay subjects'. BUT we pointed out she'd arrived from Ukraine in the last week of Year 10 and taken her GCSEs the next year - can you imagine trying to work out A Christmas Carol and Inspector Calls in Ukrainian? She did the whole English exam after just watching Muppets Christmas Carol.
Funnily enough, her A Level predictions, including for economics essays, are outstanding, as she's a bright, bright girl who works hard and has a gift for analysis and two more years in the UK living with an English family under her belt.
She corrects my dds' grammar!
That's an extreme example but others will have extenuating circumstances too, including simply Covid, but also 'no teacher', 'reams of supply teachers' etc, etc.
Meanwhile, in current GCSE land, for some obscure reason DD2's head of dept decided to call her in directly after her physics exam to 'chat about her future'. Sounded ominous, but apparently just to talk about whether she needs a music or academic tutor group next year in Sixth Form.
I had no idea they were different! She still doesn't know whether she wants to go to uni or some kind of music conservatoire, but could always just apply to both apparently. I reckon they think she's trying to have her cake and eat it too, but it seems a little early to decide to me. She's still 15.
Also emerged he had scheduled her (compulsory) woodwind assessment right in the middle of an actual GCSE exam after half term. These are important - no assessment, no government funding - so you think they'd have worked that out!