Onward Routes for our Upper Sixth - Non UCAS Success Stories

April 1, 2025

Here at Norwich School we are delighted to celebrate the talented diversity of our Upper Sixth cohort as offers for onward routes continue to come in. Following on from blog posts on law and girls’ STEM university offers, we have chosen to focus on offers pupils have for non UCAS (the Universities and Colleges Admissions Service in the UK) routes.


With expert guidance from Mr Croston, pupils have received offers from leading universities in several countries outside of the UK. Congratulations in particular to Uma Patel (offer for Dentistry at the Universidad Catolica de Valencia, Spain), Edward Chan (Architecture at Hong Kong University), Bosco Tang (Dentistry at Hong Kong University) and Helen Ng (Computer Science at UST, University of Science and Technology, Hong Kong).


A huge variety of exciting opportunities with employers are now available to school leavers, almost all combining paid employment with training and further qualifications. The number of degree apprenticeships available in the UK is now four times what it was five years ago; our pupils who gain offers for these will work for a leading employer who trains them, pays them and pays for them to complete a full university degree alongside their employment. We are very fortunate to have Mrs James supporting pupils as they apply for these highly competitive programmes.


This blog post asks three pupils about their offers for non UCAS routes: Ava deCooper Wride has a full rugby scholarship for Quinnipiac University (USA), Archie Taylor has an accountancy degree apprenticeship offer from Price Bailey and Hugo Pattinson has an engineering degree apprenticeship offer from Airbus.

Ava deCooper Wride


Tell us about the US university offer that you've received i.e. what course(s) at which unis, what is the scholarship


I’m pleased to share that I’ve received an offer from Quinnipiac University, located in Connecticut on the East Coast (of the USA). I’ve been awarded a full academic and athletic scholarship, which I’m really grateful for. I haven’t decided on a major yet, as I’ll have the chance to explore different options during my first year before making a decision.

How did you secure this fantastic achievement? What did the application/selection process involve and when?


I began to build relationships with coaches in Lower 6. I achieved this through frequent calls and video footage submissions while also registering with the NCAA (National Collegiate Athletic Association). My coaches in England provided references, and I completed an online application followed by a face-to-face interview call. Eventually, I was invited on a three-day trip to meet the coaches and players in October 2024, which allowed both sides to assess if it was the right fit.

How did Norwich School help you during this application process?


There was a significant amount of paperwork involved, as Quinnipiac University were keen to assess my academic profile. This process included academic and character references from various teachers. Also character references from my sports coaches at school. Finally, a transcript of my grades and predicted grades, was compiled and submitted by Mr Croston.


What attracted you to studying in the USA? Tell us a bit more about the rugby out there.

One of the biggest reasons I was drawn to studying in the USA is how seriously they take collegiate sports. The level of funding, media coverage, and overall competitiveness is on a completely different scale compared to the UK. Women’s rugby, especially 7s, is also growing rapidly there, which makes it an exciting time to be part of the sport. I’ll be competing in Division 1 (D1), the top league, and training five days a week, with matches most weekends. The travel varies - many D1 universities that I will play are on the East Coast, but some tournaments, like the Tropical 7s in Florida, require trips across the country.


Tell us about the rugby you currently play - which club/side, any highlights to date.

Currently, I play club rugby for Norwich. I’ve also had the opportunity to play for Saracens, and I’m now in the PDG phase of the England Pathway, continuing to develop my game at a higher level.


You're a talented all-around sportswoman who holds a sports scholarship here. Which sports have you represented Norwich School (and/or any local/county sides..?) for and at what level? How have these other sports and/or the sports scholarship programme here helped your rugby?


At Norwich School, I’ve had the opportunity to play a wide range of sports, from tennis to cricket to hockey. However, the sport I’ve been most involved in has been netball. Outside of school, for netball, I play for Norfolk United and was previously part of the Saracens Mavericks pathway. I believe that playing multiple sports has really contributed to my development in rugby and vice versa - I think that playing any sport helps build game sense and a strong understanding of fundamental skills. Norwich School has also played a big role in my overall athletic growth. Through Athletic Development, I’ve improved my conditioning, and I’ve also gained valuable knowledge in areas like sports nutrition and psychology. All of this has helped me stay fit, healthy, and continue progressing in my sport.

Archie Taylor


Tell us about the degree apprenticeship offer you have received.


I have received an offer from Price Bailey. I am based in the Norwich office in the outsourcing department. In this programme I will work a full-time job allowing me to gain hands-on experience while earning a level 7 qualification (masters equivalent) this will last for 5 years.

You also applied through UCAS for 'normal' degree course and have received several offers from top universities. What attracted you to applying to employers for a degree apprenticeship as a preferred route to this?


I was particularly drawn to the degree apprenticeship route because of its combination of practical experience and academic study. The opportunity to apply theoretical knowledge in real world setting, earn a salary while earning industry recognized qualifications without student debt and have the chance to become financially independent at the age of 18 was a big pull factor. Additionally working at Price Bailey will allow me to develop professional networks early in my career, putting me in a strong position for the future. Also, as the graduate market becomes increasingly competitive, I will have 5 years of professional work experience and if all goes well an offer to stay on at Price Bailey with no student debt.

How did you apply for your degree apprenticeships and what did the application process involve?


Overall, I applied to 23-degree apprenticeships (as they are highly competitive) by researching firms that offer a good, structured program with good career progression. The application process typically involved submitting an online application, followed by personality quizzes, situational judgement tests and potentially a numerical test depending on the industry. Then there will usually be a video interview stage where you film your answer to a question that you have around 2 minutes to prepare for. After this I was invited to an in-person assessment centre day where there are typically 5-20 people there going for a limited number of roles. This day will vary from different industries, but my day consisted of a 25-minute numerical test, a Q&A with the hiring managers and then 2 group tasks where we had to collaboratively find solutions to a business's problems from sources supplied to us and then give a 10 minute presentation to the hiring managers. This was mainly testing problem solving ability and most importantly the ability to work well collaboratively in a team. After this I was invited to an online interview with a younger person at the firm and an older experienced partner, this typically lasts from 20-45 minutes. The process is very rigorous and time-consuming, but it provided a great insight into the expectations of the industry.


How did Norwich School help you achieve this offer?


To begin with I spoke to Mrs James about career opportunities through apprenticeships as I was confident that was the path I wanted to take. Mrs James then provided support with CV writing and checking that it was good quality. After this when I made it to the assessment centre, I was able to reach out to her to ask for advice on how I should present myself and go about the day. Then when I made it to the interview stage, I had a mock interview with Mrs James and went through any questions I had, which helped with my confidence going into the real thing.


How will your degree apprenticeship work?


The job mixes on the job training alongside academic studying. I will be working 5 days a week with the option to work from home whenever convenient while studying for the ACA qualification which has a typical duration of 5 years. The firm provides study help alongside work; I will get time off work to attend lectures and take exams, while the rest of the revision I am responsible for doing outside of working hours. Over the course of the program, I will work towards professional qualifications, while gradually taking on more responsibilities within the firm.


What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?


Beyond academics, I have been heavily involved in cricket and rugby at Norwich School, playing in the 1st team for both. While my apprenticeship will require commitment, I plan to continue to play cricket for Norfolk U18s and Lowestoft      Town 1st XI. Maintaining a work-life balance is important so I will maintain a consistent gym and running routine on the side. The structured nature of the degree apprenticeship allows for flexibility, enabling me to manage professional  and personal commitments effectively.

Hugo Pattison


Tell us about the degree apprenticeship offer you have received.

I have been offered an Engineering Degree Apprenticeship with Airbus.

You also applied through UCAS for 'normal' degree course and have received several offers from top universities. What attracted you to applying to employers for a degree apprenticeship as a preferred route to this?


I learned of degree apprenticeships though attending several careers fairs. At these I was able to talk to current degree apprentices and I found out about all of the various benefits of the courses alongside the working environment, this alongside the pay and lack of student debt made degree apprenticeships appeal to me massively.


How did you apply for your degree apprenticeships and what did the application process involve?

I applied directly through the company’s careers website. The Airbus application process required me to submit a CV and a covering letter, followed by a virtual assessment centre that included group work and an individual interview.
This process did vary slightly compared to applications for other companies.


How did Norwich School help you achieve this offer?


Through Mrs James I completed the Apprenticeship Academy which helped me to establish good interview habits and to answer questions concisely and to the point. I also believe that mock interviews in Lower 6 helped to set me up for this process.


How will your degree apprenticeship work? 

I will be working at Airbus' East Factory, moving through several rotations in different departments of engineering throughout the site.


What else have you been involved in at Norwich School outside of academic work? Will you be able to continue these activities when you start your degree apprenticeship in the autumn?


I have played rugby throughout my time at Norwich School and more recently become a member of the Boat Club (rowing). At this point I am unsure which pursuits I will keep up once I've left school but I will certainly be doing  something!

Lower 3 Brings India to Life through Bollywood Dance

By Eleanor Lewis • June 12, 2026
On Thursday 11 June, Lower 3 immersed themselves in their India Case Study with a vibrant, fun-filled hands‑on celebration of culture. Throughout the afternoon, they explored Bollywood dance, experimented with colourful Indian art, and learned about traditional clothing and adornments. The finale to their afternoon was a joyful performance wearing saris, bindis, ghungroo bells and other cultural accessories, bringing their Geography learning to life with energy and creativity.

Norfolk Young Artists Bring their Churches to Life

By Eleanor Lewis • June 12, 2026
Over 600 artworks by Norfolk primary schoolchildren go on display at the Crypt Gallery, Norwich School from 15th – 20th June 2026.

From the World Cup to the Creation Story: A Friday Morning Assembly from Dr Richardson

By Eleanor Lewis • June 12, 2026
Good morning everyone. Do please sit down. And a very warm welcome to all of the new L4 pupils joining us this morning for their first cathedral assembly. So, the world cup started last night. Could I have a quick show of hands. Who watched the first match - Mexico v South Africa? A better test of world cup fever is - Who watched the second match? South Korea v Czech Republic at 3AM? There are always some hardy souls who commit to watching every match. With more matches, and 3AM as one of the regular kick-off times, that will be a bigger challenge then ever before. I wouldn’t say I’m a big football fan. But I do always look forward to the big sporting events of the summer. Be it a world cup, Olympics, Wimbledon, Tour de France, or just the simple pleasure of lying in the garden listening to Test Match Special. One tradition associated with the world cup and the Olympics is the last minute scramble to get the stadiums built. I never heard much about it this year. I think they are using existing stadia. But whether it was the Olympics in London or the world cup in Brazil, there are often stories in the news speculating that they won’t be ready in time. You could be forgiven for wondering why they don’t just start the whole process earlier. It turns out that FIFA did try that back in the 70s. In 1973, the 1986 world cup was awarded to Columbia, giving them 13 years to get ready for it. But, by 1983, it was apparent that even 13 years wasn’t long enough to get everything built, so the tournament was moved to Mexico, who had hosted in 1970 and so already had stadiums in place. I say 13 years wasn’t long enough, but there is another school of thought that says it was too long. Can you imagine working to a deadline 13 years in the future? Many of you weren’t even born 13 years ago. A deadline in the far distance is like not having a deadline at all. ‘Take as long as you need to build your stadiums, Columbia. Make them perfect. There is no rush’ That is the message they were given. I put it to you this morning that deadlines are important and necessary. And while it may often seem that we could have done a better job if only we had a bit more time, that is often simply not the case. I was sent down this line of thinking by listening to a book review on the radio last week. The book is called ‘Inside the Box’, and the author proposes that, far from hindering creativity and innovation, deadlines and other constraints have been a necessary part of inventions and creative thinking since the start of time. These might be natural constraints of weather and seasons, or man-made restrictions like coursework deadlines. One story in the book is that of Dmitri Mendeleev, creator of the periodic table of the elements. Most of you will be familiar with the slightly odd structure of the periodic table, with different numbers of elements in various columns. Legend has it that this structure came to Mendeleev in a dream, and he sprung from his bed to scribble it down on a scrap of paper before he forgot it. The truth is that this dream happened the night before the deadline his publisher had given him. Is this a coincidence, or an example of cause and effect. One way that deadlines could be considered bad is that you might genuinely be left with insufficient time to make something perfect. But ask yourself this, is it better to do something well in the time available, or aim for perfection and never get it done at all. Most people don’t have the luxury of being able to devote their whole life to one single project. Most of us are always spinning several plates, and only have a finite amount of time to devote to each. Each of you will have faced this recently when preparing for your exams. Much as you wanted to practice more Maths, you had to devote some time to English or History, and you might have had cricket matches or music lessons to fit in as well. You might say that the ultimate building project was the creation of the world. Now, I am aware that modern science suggests that the world was not created on quite the timescale that is recounted in the Bible, but I’ve asked Kort to read us the final stages of the biblical creation story as I think there is a useful lesson in it for us all. We pick up the story at the start of the 6th day, by which time God has already created night and day, sea and sky, land, plants and animals. So God created mankind in his own image, in the image of God he created them; male and female he created them. 28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.” 29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so. 31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day. Thus the heavens and the earth were completed in all their vast array. 2 By the seventh day God had finished the work he had been doing; so on the seventh day he rested from all his work. 3 Then God blessed the seventh day and made it holy, because on it he rested from all the work of creating that he had done. Thank you Kort. What I really want you to notice in that story are 2 things. Firstly, God seems to have been working to quite a tight timetable, seemingly self-imposed. After all, who was going to hold him to account if he finished the job late? Secondly, when he saw all that he had made, it was very good. Now, we all know from our report cards at Norwich School that very good is very good, but it is not perfect, or even Outstanding. You might have thought that God would not rest until he had made his world perfect. But of course we know we don’t live in a perfect world. We do live in beautiful world containing dolphins, penguins and elephants, mountains, oceans and cathedrals. But it does also contain wasps, rain, and exams, and sadly much worse things than those. Even though God had a rest day at his disposal, he still stuck to the timetable and left the world as it was at the end of day 6. It was, after all, very good. I think there is a lesson here for all of us. When given something to do, whether it is a piece of homework, an art project, or performing in a concert, we should acknowledge at the outset that our goal is to make it as good as we can in the time available, rather than always aiming for absolute perfection. And we should also acknowledge that it is simply human nature that we will work more diligently towards that goal if the deadline is close. I’m sure your teachers may have encouraged you to start revising ages before the exams, to spread it out and take the pressure off. This is good advice, but I also know that those same teachers will struggle to follow their own advice when it comes to writing your reports. Deadlines can be scary, and sometimes they can feel restrictive. But they do help us to get stuff done that otherwise may well never get done. I finish with a quote from the legendary jazz musician Duke Ellington. When asked by his producer how much longer he needed to finish his next song, Ellington replied: “I don’t need time, I need a deadline”.

Upper 3 Explore Buddhism Through Mindfulness and Meditation

By Eleanor Lewis • June 10, 2026
The Upper 3's deepened their understanding of world religions during a special session with a guest speaker who introduced them to the origins and teachings of Buddhism. They were especially engaged by the emphasis on mindfulness and enjoyed practising simple meditation techniques to help focus and calm the mind. 

A Joyful Afternoon of Music: Lower School Chamber Choir and Boucher School Workshop

By Eleanor Lewis • June 8, 2026
The Lower School Chamber Choir recently enjoyed a wonderful musical collaboration, welcoming their friends from Boucher School from London for a special afternoon choir workshop. The session was filled with energy, enthusiasm and creativity, as the children worked together to learn a selection of new songs, including Only You , Scarborough Fair , and Count on Me by Bruno Mars. Guided by three talented choir leaders, the pupils embraced the opportunity to develop their vocal skills, build confidence and experience the joy of singing as part of a larger ensemble. One of the highlights of the day was the chance to work with different choir leaders, each bringing their own unique style and expertise. The children responded brilliantly, showing focus, teamwork and a genuine love of music throughout the workshop. The day culminated in a special concert held in the Senior School Chapel, where the combined choirs performed to an enthusiastic and supportive audience. The performance was a true celebration of the hard work and dedication shown by all involved, and the Chapel was filled with uplifting harmonies and smiles. Head of Music, Mr Vine, praised the event, saying: “A wonderful afternoon and evening with some fantastic music making. Well done to Boucher School and the Lower School Chamber Choir for all their hard work, and a big thank you to our fantastic choir leaders.” It was a memorable experience for everyone involved, and a shining example of the power of music to bring people together.

Discovering the Past on the Battlefields Trip

By Eleanor Lewis • June 8, 2026
The Lower 5 Battlefields Trip continues be a highlight of the History Department's calendar. This year we took 72 pupils on a First World War journey of discovery that was both exciting and moving. Our itinerary included two days around Ypres in Belgium and a third day walking the Somme battlefield in France. Along the way, we heard the extraordinary stories of some of those who lost their lives in the war, we came to appreciate the scale, terrain and challenges faced by the soldiers, and we saw for ourselves their trenches and equipment. We performed acts of remembrance for Old Norvicensians whose graves we visited, and after three busy days were buzzing with discussion and a desire to explore further, encouraged by four extremely skilled and knowledgeable guides who brought it all to life for us.  Amongst all the history, we also made sure we had time for chocolate shopping in the beautiful town of Ypres.

Broadening Horizons at Norwich UCAS Convention

By Eleanor Lewis • June 8, 2026
On Monday 8 June, the UCAS team accompanied by Sixth Form tutors took the Lower 6 to the Norwich UCAS Convention to continue their journey of exploring their future after Norwich School. With over 100 universities present, our pupils could speak directly with university representatives and find out more about courses, entry requirements, halls of residences and student life. The convention also allows our pupils to see how many others want to go to university as well as learning more about different universities from Dundee to Exeter as well as about degree apprenticeships. Our pupils are now starting to get all the information they need to apply successfully in the autumn. We encourage them to go out on Open Days to see the universities at first hand and later in the month, there will be more guidance on filling out the UCAS form and how to write the important personal statement. Norwich School’s successful record with university applications over many years Is a key part of our Sixth Form offer.

Notes from the Undergrowth – An Astonishingly Beautiful Piano Recital at Norwich School

By Eleanor Lewis • June 5, 2026
The ‘Making Musicians’ Music Scholars’ Programme at Norwich School is well established and a jewel in the school’s crown. Occasionally, external professionals are enticed to join us to give a breathtaking masterclass to provide real inspiration to young scholars. On 05 June 2026, we had just such a concert given by Hannah Watson Emmrich, local musician and amazingly talented pianist. She guided a very supportive audience through her new album Notes from the Undergrowth at a concert held in the glorious school Chapel. This album of piano music was being launched at the event. A very intelligently choreographed programme commenced with piano works evoking daybreak and idyllic woodland scenes, followed by an exploration of some of the flora and fauna lurking in the under-canopy, before moving into melancholic pieces reminiscent of sunset (such as nightingales) and finally the peace of nightfall (nocturnes, night moths etc). Alternating astonishing technical excellence and powerful storytelling, Hannah evoked the myriad sounds and sensations of woodland in her performance. Included in her repertoire were three newly commissioned pieces and the audience included Joshua Borin who had composed one of the works called Crex (conjuring up the creepy world of slime mould in music - yes, really!) Our Music Scholars were in attendance and learned much from Hannah’s keyboard mastery and from her achingly beautiful programme of music. We all wish the album a positive reception. See: Notes from the undergrowth | Hannah Watson Emmrich . Heartfelt thanks go to Hannah for such an accomplished performance and to our very appreciative audience who left the Chapel enthralled.

Exploring the Wildlife of the Cathedral Close

By Eleanor Lewis • June 2, 2026
Recently Pre-Reception and Upper One pupils had an enriching experience observing the peregrine falcons which live on the spire of Norwich Cathedral. They visited the Watchpoint, a viewing station run by the Hawk and Owl trust and learned that the falcon pair currently have two chicks. Pupils were able to view both parent birds bringing food to the chick, and they had the opportunity to watch them being fed close-up, through telescopes. Using binoculars, they also observed the various other birds that live in and around the Cathedral Close. Pupils also examined models of different birds of prey, such as a kestrel and a hobby, noticing how they are adapted to catch their prey. To complete their visit, the children had fun trying on model wings of various UK birds of prey and even tested them out by going on a short 'flight' around the Lower Close. Thanks to the Hawk and Owl Trust for providing pupils with this excellent encounter with the fascinating wildlife that we share the Cathedral Close with.

Gold DofE Celebrations at Buckingham Palace

By Eleanor Lewis • June 2, 2026
In the last DofE year (April to April), 21 pupils have achieved their Gold DofE , 18 having started at Bronze. A DofE Gold award is highly regarded by universities and employers. To achieve the award, participants must undertake the usual 3 sections of volunteering, physical and skill, two for 12 months and the third for 6 months. If they have not achieved Silver, they must undertake one 12-month section for a further 6 months - 18 months for that section. They must complete a practice expedition and then the qualifying expedition, both of 4 days and 3 nights. They must also complete the extra residential Gold section, Going away for 5 days, staying in shared accommodation to undertake an activity with people they haven't met before. Having achieved their award, they are invited to attend a Gold Award Celebration at Buckingham Palace. At the time of writing, 7 Award holders have attended, 2 in the rain and 5 in the May heatwave! Congratulations to them and all Gold award holders.
More Posts