Cardinal Heenan Catholic High School, Liverpool: Good School with Outstanding Behaviour and Strong Catholic Identity

On the gates of this West Derby school stands a name that echoes through Liverpool's Catholic education. Cardinal John Carmel Heenan, Archbishop of Liverpool from 1957 to 1963 and later Archbishop of Westminster, shaped the vision when the original grammar school opened in 1958. Today, the school remains a non-selective boys' comprehensive serving over 1,300 pupils, with a shared sixth form home in the newly rebuilt facilities opened in 2012 alongside Broughton Hall Catholic High School.

The September 2021 Ofsted inspection confirmed the school's "Good" status, with behaviour rated as Outstanding. Ms Karen Smyth leads the school with a clear mission rooted in three values: Respect, Believe, Achieve. The community is tight-knit. Inspectors found pupils genuinely happy, with attendance very high. Bullying is extremely rare. Teachers described pupils as exceptionally well mannered, polite, and courteous. Parents described the school simply as "fantastic."

Yet beneath this warmth lies a school navigating genuine academic challenge. In 2024, the school ranked in the bottom 40% of schools in England for GCSE results (FindMySchool data). Progress 8 scores sit below the national average. This is a school where strong pastoral care and behaviour support must combine with an honest commitment to raising academic ambition.

The school's Catholic character is not incidental; it is woven through everything. The 2021 Ofsted report noted that "the Catholic character and virtues have a strong influence on everything." Daily collective worship takes place during form time, with structured sessions across the year groups. Religious Education is taught with commitment, with 10% of timetable time devoted explicitly to RE. Students explore and deepen their faith, learn about other religions and perspectives, and develop respect for human dignity rooted in Catholic Social Teaching.

The school occupies land adjacent to its historical neighbour. In 1983, Cardinal Allen Grammar School merged with St Margaret Mary's Boys' School, creating the comprehensive that exists today. That history of merger and transformation matters: the school has learned to serve diverse pupils while maintaining a coherent Catholic vision.

The atmosphere, according to the Ofsted report, is one of warmth and high expectations. Inspectors observed that "relationships between staff and pupils are warm and supportive." The headteacher actively spends lunch breaks playing games with pupils. Students are confident that staff will listen and respond to concerns. Leaders have created what the inspection described as "a culture of positive attitude and ambition," though the academic data suggests this ambition has not yet fully translated to examination results.

Staff wellbeing is taken seriously. Teachers reported in the inspection that senior leaders, including the headteacher, consider their workload and mental health. This matters in a school working hard to improve, where staff morale is often fragile during improvement periods.

GCSE Performance

In 2024, the average Attainment 8 score was 43.6, compared to the England average of 45.9. The school ranks 2,858th in England for GCSE outcomes (FindMySchool ranking), placing it in the bottom 40% nationally. Only 4% of pupils achieved grades 5 and above in the English Baccalaureate combination, well below the England average of around 40%.

The Progress 8 score stands at -0.41, meaning pupils make below-average progress from their starting points at the end of primary school. This is a statistic that requires honest acknowledgement. Pupils here do not achieve as much by GCSE as similar pupils elsewhere, despite the school's warm pastoral environment.

What matters is what happens next. Since the 2018 and 2016 "Requires Improvement" ratings, the school has made measurable progress. The 2021 inspection noted significant improvements, particularly in behaviour and culture. The school is moving in the right direction, but the academic trajectory remains shallow.

A-Level Performance

The sixth form offers a more mixed picture. In 2024, 31% of A-level grades were A*-B, below the England average of 47%. The school ranks 1,978th in England for A-level results (FindMySchool ranking). Only 4% of grades were A*, while 9% achieved an A.

Yet the sixth form has been deliberately strengthened. The purpose-built Sixth Form Centre, opened in 2012 and shared with Broughton Hall, features first-class facilities including dedicated science labs, ICT suites, quiet study areas, and a large canteen. Entry requirements have been tightened. The Ofsted inspection in 2021 confirmed that sixth form provision is Good, and that sixth formers "achieve well."

The curriculum is structured around the English Baccalaureate (EBacc). Leaders have deliberately expanded language uptake, so more pupils now study Spanish, and some French. The full EBacc is increasingly available. Core subjects (English, Mathematics, Science, Religious Education, and PE) sit at the heart. The Ofsted report praised the "ambitious curriculum" and noted that curriculum plans "ensure that the curriculum is ambitious for everyone."

Teaching follows clear structures. Pupils revisit their learning regularly. Teachers use assessment well to identify misunderstandings. The inspection noted this deliberately: "Teachers take effective steps to address any misconceptions. As a result, pupils know more and remember more of the curriculum."

Reading and vocabulary development are priorities. Pupils read regularly and fluently. They are encouraged to construct detailed arguments and debates. Sixth formers particularly benefit from explicit language development.

However, the gap between stated ambition and examination outcomes suggests that curriculum quality alone is not sufficient. Some pupils struggle to transfer what they learn into sustained progress. The school is aware of this. Leadership focuses on early intervention, withdrawal support, and targeted assistance for those falling behind. These efforts are welcome but still yield results below the national average.

In 2024, 48% of sixth form leavers progressed to university, while 8% went to further education, 9% to apprenticeships, and 24% to employment. These figures reflect the non-selective intake and the school's genuine commitment to widening access. Not all leavers are university-bound, and the school supports multiple pathways.

The school claims a "high proportion" of pupils continue to university. The Ofsted report confirmed that "leaders help a high proportion of pupils to continue their education further, including at universities." This is genuine aspiration in action.

In 2024, one student secured an Oxbridge place (Cambridge). This represents real achievement in a school where the overall cohort attainment is below average. The school's medical association is particularly proud, with evidence of consistent interest in medicine pathways.

The extracurricular programme is extensive and purposeful. The school deliberately names and celebrates specific opportunities rather than hiding behind generic "clubs."

Sports: A Specialist College Focus

The school designated itself a specialist sports college, and the investment reflects this. The campus rebuilt in 2011–2012 includes a state-of-the-art fitness suite and multi-use sports hall available for public hire. A full-size 3G artificial turf pitch, floodlit 7-a-side synthetic pitches, and grass football and cricket fields provide serious sporting infrastructure. The football team has lifted the prestigious Echo Cup seven times, most recently competing at Liverpool FC's Academy.

Core PE is compulsory for all pupils across all years: four hours per week of structured physical education. This develops interpersonal skills (losing gracefully, supporting peers, perseverance, leadership) alongside fitness knowledge. Beyond core PE, competitive teams operate in football, rugby, hockey, cricket, and athletics. The school recognises that sport is not just for the elite; participation and fitness for all are central.

The sports complex operates extended facilities for the local community through "Lifestyles," offering classes in Zumba, circuit training, spinning, yoga and pilates, body conditioning, kettlebells, and high-intensity interval training. This extends the school's mission beyond its gates.

STEM and Technology

The STEM club is active and practical. Members engage in hands-on activities from making slime to competing in the "Big Battery Hunt," a recycling competition where pupils collected over 10,000 batteries for donation. This is STEM that feels relevant and connected to action.

Computer Science, Design and Technology (including woodwork, graphics, and food preparation) are taught with dedicated spaces. Technical qualifications are available, including Travel & Tourism Tech Awards for Year 10 pupils. Design and Technology facilities include proper workshop space, and food preparation happens in equipped kitchens.

Medical and Career-Focused Associations

The Cardinal Heenan Medical Association stands out. It is formally structured, bringing together sixth formers and younger pupils passionate about medicine. The association invites guest speakers from the medical field, allows members to work across year groups, and builds confidence in aspiring doctors. Pupils describe it as giving them "knowledge and confidence to pursue a career in medicine." This is targeted, purposeful enrichment.

Debating and Philosophy

Debating and philosophy clubs explicitly develop argumentation skills. The school actively promotes these spaces as opportunities to learn how to defend points of view. Students engaging in debates, particularly around mock elections and general elections, gain practice in democratic discourse. The Ofsted report singled out these clubs as "popular with students."

Music, Drama, and Creative Arts

The curriculum includes Music and Drama from Year 7. Pupils study Art, Drama, and Music as timetabled subjects, with options available at Key Stage 4 and GCSE level. The school supports a wide range of creative activities, though specific ensemble names and performance schedules are not prominently published on the website. The curriculum allows creative exploration; the depth of musical programme is less visible than at specialist music schools.

Wider Enrichment

The school runs half-term activity camps for local children aged 5–14, offering cookery, drama, sport, magic, media, and language activities. Year 6 pupils have residential experiences. These ventures extend school culture into the wider community.

This is a Voluntary Aided Catholic school. Admission to Year 7 is coordinated through Liverpool City Council, but the school sets its own admissions criteria. The published admission number (PAN) is 240 places per year. In 2024, the school was oversubscribed, receiving 632 applications for 217 places, a ratio of 2.91 applications per place.

Faith-based criteria apply. Baptised Catholic children from specified parishes have priority. Those with a sibling at the school also benefit. Non-Catholic children are admitted where places remain, but the preference structure serves Catholic families. All applicants must verify their status through a Supplementary Information Form (SIF).

Admission to sixth form is separate and more selective. Internal candidates (current Year 11 pupils) are offered priority, but external applications from other schools are welcome. The school allocates approximately 30 places annually to new sixth formers from outside. Entry requirements must be met; students study a range of A-level subjects across sciences, languages, humanities, and technical qualifications.

School day: 8:50am to 3:00pm (Year 11 finishes at 3:00pm; younger year groups finish slightly earlier, from 2:40pm to 2:50pm). Sixth form operates on a different timetable aligned with the shared facility at Broughton Hall.

The school is located in West Derby, accessible by public transport. The site includes ample space for parking. Local bus routes serve the area.

The campus was almost entirely rebuilt in 2011–2012, so facilities are modern. Science laboratories, ICT suites, design studios, and sports facilities reflect this recent investment.

Safeguarding is a strength. The Ofsted inspection found "effective" arrangements. Leaders have "created a strong safeguarding culture." Staff know how to identify pupils at risk of neglect, grooming, or exploitation. They take a proactive approach to online safety. Pupils are clear about where to seek help.

Behaviour support is exceptionally strong. The school's behaviour rating of Outstanding reflects zero tolerance for derogatory language and rapid response to bullying. Pupils reported that bullying is "extremely rare." When it occurs, teachers "respond quickly and firmly." The emotional climate is one of genuine respect.

Support for pupils with Special Educational Needs is embedded. The school identifies needs early and adapts the ambitious curriculum so all pupils learn the same content, just differently. Teachers are "equally adept" at this differentiation, according to the Ofsted report.

Mental health and wellbeing are increasingly visible priorities. Pupils understand how to look after their physical and mental health and are encouraged to maintain active lifestyles. Teachers support resilience and independence. The school council is particularly active, with pupils making "valuable contributions to the life of the school."

However, pastoral excellence does not automatically translate to academic progress. A warm, safe environment is necessary but insufficient. The academic challenge remains: pupils here must learn to translate the school's supportive culture into sustained intellectual effort and higher examination attainment.

Academic Progress Remains a Challenge The school's Progress 8 score of -0.41 and GCSE ranking in the bottom 40% reflect genuine academic underperformance. While behaviour and wellbeing are exceptional, and the school is improving, families should understand that examination results are below the national average. Pupils here make less progress from their starting points than similar pupils nationally. This is not a school for families whose primary priority is top-tier academic outcomes. It is a school for families who value pastoral care, Catholic education, and a supportive environment, and are willing to work intensively with the school on academic acceleration.

Improvement Trajectory Is Real but Young The school has moved from "Requires Improvement" in 2016 and 2018 to "Good" in 2021. This is genuine progress. However, three years of data post-improvement inspection is limited. The academic trajectory must continue upward over the next two years to confirm that improvement is sustained, not temporary.

Sixth Form Selectivity The sixth form is deliberately smaller and more selective than the main school. Entry requirements exist. Not all pupils from the main school automatically progress. This creates a natural filtering, which may explain why sixth form outcomes are less dramatically below average. Families should understand that main school → sixth form progression is not guaranteed and depends on GCSE results.

Specialist Sports College Context While sports facilities are excellent and participation is strong, the school's identity as a specialist sports college may mean that non-sporting pupils experience pressure or feel less central. This is not a criticism; it is context. Families seeking a purely academic focus might look elsewhere.

Cardinal Heenan is a school that has bounced back from earlier challenges and is genuinely improving. The Ofsted improvement from "Requires Improvement" to "Good" is real. Behaviour is Outstanding. The Catholic character is authentic and pervasive. Pupils are happy, safe, and well supported. Staff are committed. Parents describe the school as "fantastic," and that warmth is palpable.

Yet it remains a school working to close an academic gap. GCSE and A-level results are below the national average. Progress 8 is negative. Families choosing Cardinal Heenan should do so with eyes open to this reality. The school is not a traditional academic ladder. It is a school for families who value pastoral care, Catholic faith, strong behaviour, and an inclusive, supportive community, and who are willing to engage intensively with the school on academic support.

For boys who thrive in close-knit, values-led environments; whose parents prize Catholic education and genuine pastoral care above single-minded exam focus; and who may need consistent encouragement and structured support to sustain academic effort, Cardinal Heenan can be exactly the right fit. The school is improving. Its trajectory matters more than its current position.