Lewis: A-level results and a degree apprenticeship with Rolls-Royce

Lewis S. achieved AAA alongside an A* in his Extended Project Qualification (EPQ) and will now begin a degree apprenticeship with Rolls-Royce.

Lewis joined Sedbergh for Sixth Form through the Settlebeck Scholarship and has used his two years at the School to pursue a broad range of interests across academics, rugby, music and debating. Alongside his studies, he has developed the confidence, independence and communication skills that he believes will be important as he moves into a professional environment.

Having already spoken about why the degree apprenticeship route appealed to him, Lewis now reflects on the academic and personal experiences that shaped his time at Sedbergh, what he has learned about ambition, and the qualities he hopes to carry with him into the next stage of his life.

How did you feel when you saw your results?

At first, a little disappointed. Having been confident in three A*s throughout the year, it was a surprise. However, the grades are still more than sufficient for my next steps, and I have come to see it as a useful lesson in accepting that things do not always go exactly as planned.

You joined Sedbergh for Sixth Form through the Settlebeck Scholarship. Looking back, how significant was that move for you academically and personally?

Sedbergh was a different kind of academic challenge from my previous school, particularly because of the full schedule and extensive extra-curricular programme.

Personally, I found the very different social environment challenging too, and it pushed me to grow in ways I could not have anticipated. I have always expected a lot from myself, and Sedbergh was consistent with that. I was always encouraged to push my limits.

You achieved excellent results in Maths, Physics and History, alongside your EPQ. Which parts of your Sixth Form experience helped you develop most as a learner?

I came in with a huge thirst for knowledge, and Sedbergh gave me plenty of opportunities to keep developing that. The departments — and, by extension, the teachers — in my subjects were consistently excellent.

Did your approach to academic work change between arriving at Sedbergh and sitting your final examinations?

Not hugely. I believed — and still do — that working hard at the start of something to make it easier towards the end is an effective way to approach academics at Sedbergh.

The main thing that did change was my understanding of the importance of social interaction. Having experienced burnout before, I realised that time with friends and acquaintances during exam season can be just as important as hours spent studying. Sedbergh is a very social school, so this is not difficult to do.

You’ve spoken before about Dinner Debates, the Physics Society, the Invisible College and the School of Athens. What have those experiences taught you about how you learn, communicate or approach difficult problems?

I enjoy learning across a very broad range of subjects, and the School was excellent at giving me opportunities to do that in many different ways and challenging me with original experiences.

Those challenges encouraged me to approach difficult situations positively and with confidence, rather than focusing on the possibility of failure. Debating and educating peers required self-assurance, knowledge and confidence, which the School allowed me to practise frequently.

Your apprenticeship combines a degree in Nuclear Engineering with professional experience at Rolls-Royce. Which experiences at Sedbergh do you think have prepared you particularly well for that combination of academic study and practical work?

The intense schedule and learning to manage my workload have prepared me well.

Additionally, two years in Sedbergh’s unique social environment — one I was not familiar with because of my background — thoroughly developed my ability to communicate with a range of people. I think that will be a highly necessary skill in a professional environment.

You came to Sedbergh already interested in academics, rugby and music. Did being able to continue all of those alongside one another influence the person you became during Sixth Form?

I left Sixth Form still committed to my interests and determined to remain my own person.

Sedbergh’s strong music department and frequent concerts allowed me to continue developing musically, whilst the rigorous rugby programme saw me travel to Ireland, South Africa and the UAE and develop enormously. Being able to continue all of those interests helped me retain a strong sense of my own identity.

As a day pupil, you experienced Sedbergh slightly differently from many pupils. What did being part of the wider House and School community give you while still returning home each evening?

It gave me the opportunity to have the same school experience as everyone else in my home town, while still being affordable for my parents. Boarding was not included in my scholarship.

I was committed to becoming involved in the School and so did not feel that I missed out on anything as a day pupil.

You have spoken openly about the Settlebeck Scholarship making Sedbergh possible for you. What opportunities did those two years give you that have had the greatest effect on where you are heading now?

Sporting, musical and academic opportunities that a small state school unfortunately is not always able to provide.

Rugby has taken me abroad several times; music to halls and concerts I never would have played in; and academics to competitions and historic spaces.

Most importantly, though, Sedbergh has challenged me mentally and emotionally in ways I had not expected. I believe the resilience and perspective I have gained over these two years will stay with me for a long time.

Now that you have your final results as well as the Rolls-Royce apprenticeship, does today feel like confirmation that choosing a less conventional route after school was the right decision for you?

Yes. Since I discovered degree apprenticeships, my heart was set on one. Given the current world and national climate, and the challenges facing new graduates, I am especially grateful for the opportunity.

What has Sedbergh taught you about ambition? Has your definition of ambition changed?

I used to believe ambition was the pursuit of material achievement. Ambition to me now is more about the manner in which you want to live your life.

For me, it is about striving to be a good person regardless of conditions or external pressure — not a perfect person.

If you could speak to a pupil joining Sedbergh for Sixth Form from a local school, as you did, what would you tell them about making the most of those two years?

Say yes to everything. Stay true to your morals. Own your identity. Aim high. Leave with no regrets.

Finally, when you start at Rolls-Royce, what part of Sedbergh do you think you will carry with you most strongly?

The importance of character. Beyond material ambitions, I think it is the values, resilience and sense of self I have developed that will help me live my life in the way I want to.