Maricourt Catholic High School Review 2026: Mercy-founded Catholic 11-18 with a distinct sixth form centre

Maricourt Catholic High School is a large, mixed 11-18 school in Maghull (Sefton, Merseyside) with a clear Roman Catholic identity and an unusually detailed public picture of how it supports students day to day. It was founded in 1957 by the Sisters of Mercy, and that Mercy tradition still shapes how the school talks about welcome, respect, compassion and service.

A practical draw for families is the on-site Maricourt Sixth Form Centre, presented as a separate post-16 environment with its own study areas and social space. The most recent Ofsted inspection (May 2022) judged the school Good, including sixth form provision.

The data picture is mixed: the school offers a broad curriculum and substantial personal development programming, while GCSE and A-level performance sits below England average in the FindMySchool measures. For many families, the decision comes down to whether a highly pastoral, values-led Catholic comprehensive is the priority, or whether headline exam outcomes are the main driver.

Maricourt has an identity that is not just stated but explained. The school traces its roots to the Sisters of Mercy and continues to use a Mercy framework to describe the way it wants the community to feel and behave. On the school site, Mercy values are set out in a way that gives parents a real sense of what leaders want students to practise: compassion, courage, hospitality, justice, respect and service. That combination tends to create a culture where conduct is not framed only as rules, but as belonging and responsibility.

The school also puts significant emphasis on transitions, particularly the move into Year 7. The admissions and mission materials describe an embedded induction approach, built on partnerships with local primary schools and parishes. In practice, this usually matters most for families whose child is excited about secondary school but anxious about the social side or the organisational jump. A school that is intentional about transition tends to be clearer about routines, who to talk to, and how support escalates if the first weeks feel bumpy.

Leadership messaging on the website leans strongly towards a family feel, high expectations, and a desire to educate the whole person rather than chase results at any cost. That does not mean the school is lax. The uniform and equipment page makes it clear that presentation standards are taken seriously, and that the school links uniform pride to wider expectations around attitudes to learning.

Even the way the day begins helps signal the tone. Students line up before form time and collective worship, so the start of the day is structured and communal rather than a loose drift into lessons. For some teenagers this is grounding; for others it can feel formal. The best fit is usually students who appreciate clarity and predictable routines, and families who like a strongly defined ethos rather than a blank canvas.

Maricourt is ranked 2,255th out of 2,649 schools in England for A-level performance, which places it below England average.

A-level grade distribution shows:

• A* at 4%
• A at 5.6%
• B at 14.4%
• A*-B at 24% (England average: 47.2%)

At GCSE level, the school is ranked 3,047th out of 4,593 schools in England, also below England average. The GCSE data includes an Attainment 8 score of 42.1 and a Progress 8 score of -0.58. As a broad guide, a negative Progress 8 score indicates students made less progress than similar students across England.

Two points help with interpretation. First, this is a comprehensive school, so outcomes reflect a very wide range of starting points and needs. Second, the school invests heavily in pastoral support and enrichment, which can be a strong positive for many families, but it does not automatically translate into top-end grade profiles. Parents considering sixth form, in particular, should look closely at subject-level fit and support arrangements, not only the overall picture.

Maricourt presents itself as a structured, inclusive school with ambition for all students, and the website content gives several clues about how that is put into practice.

One of the clearest windows is the High Ability Pupils (HAPS) provision. Maricourt defines high ability broadly, including students performing at or above expected levels as well as those with subject-specific talents and those whose potential is not yet matched by current performance. This matters because it signals a focus on both attainment and unlocking under-realised capability. The HAPS programme is not limited to a single year group either. It maps specific activities through Years 7 to 13, including Cultural Passport and Master Classes in Year 7, Debating Society and EPQ opportunities in Year 8, and a Mock Trial programme in Year 12.

The HAPS page also makes clear that the school expects all learners to be stretched and challenged, not only a small top set. In practice, this can show up as more frequent extension tasks, more emphasis on questioning and higher-order thinking, and a willingness to give students roles that require them to speak, argue, and reflect. The same page also names common high-ability barriers, including perfectionism and risk-taking, which suggests staff are thinking about mindset and confidence, not simply grades.

For post-16, the Maricourt Sixth Form Centre is presented as a distinct environment. The subjects list on the website indicates a mix of traditional A-levels and applied Level 3 pathways, including Biology, Chemistry, Physics, Maths, English Literature, History, Geography, Psychology and Sociology alongside courses such as Criminology, Health and Social Care, ICT, Computer Science, Business Studies, Sport, and Early Childhood Development. For many students, that breadth offers a safety net: there are multiple routes to higher education, apprenticeships, or employment, and students can build a programme that matches both strengths and longer-term plans.

Maricourt also makes the Extended Project Qualification available to students, and it frames enrichment as part of the curriculum rather than an optional extra. That can be a good sign for independent learning, wider reading, and building the research and writing habits that later support university study.

Maricourt has a sixth form and publishes both general destinations information (through the dataset) and a detailed description of its careers and enrichment approach.

For the 2023/2024 leavers cohort (size 104), the recorded progression is:

• University: 48%
• Apprenticeships: 8%
• Employment: 23%
• Further education: 1%

For highly selective university routes, the dataset records 6 Oxbridge applications in the period measured, with 1 offer and 1 accepted place. Cambridge accounts for 2 of those applications, with 1 offer and 1 accepted place; Oxford accounts for 4 applications with no offers recorded.

What is distinctive in Maricourt's public information is how much it emphasises preparation, not only outcomes. The Sixth Form Centre describes EPQ availability, university residentials, subject-specific conferences, exam booster events, university taster days, Maths Challenges and entry into competitions. It also places a strong emphasis on volunteering and fundraising, with examples that include community food hampers and charity support. For some students, that kind of culture is a genuine motivator, particularly if they want to build a personal statement, develop confidence with adults outside school, or simply feel their sixth form is more than lessons.

Careers education is also described as structured. The sixth form enrichment and guidance page sets out an approach that includes employability skills, labour market awareness, student finance education, and attention to wellbeing topics such as stress, anxiety, social media pressures, and healthy relationships. Year 12 work experience is framed as part of the programme, and Year 13 students are offered mock interviews matched to their interests.

A sensible takeaway is that Maricourt appears to provide clear scaffolding for next steps. For families, the key question is whether the academic outcomes and the chosen subjects align with the student's aims, and whether the student will use the enrichment and support on offer.

Maricourt is a non-selective, voluntary aided Roman Catholic school in Sefton, so families should expect admissions to involve both the local authority process and faith-based criteria.

The school publishes supplementary information form (SIF) links for admissions, which is a strong indicator that families may need to provide additional information beyond the standard local authority application. For Catholic schools, this often relates to parish links and evidence connected to the school's published admissions arrangements, so it is important to read the current admissions policy carefully and keep an eye on deadlines.

Demand is high. In the most recent recorded Year 7 admissions cycle, there were 390 applications for 199 offers, which is around 1.96 applications per place. The school is recorded as oversubscribed.

Maricourt also addresses in-year admissions on its website, noting that families considering a move during the academic year should contact the school and also apply through their local authority.

For sixth form entry (Year 12), Maricourt accepts external applicants into the Sixth Form Centre and provides an online application route. As with any sixth form, families should look at course requirements and the fit between the student's GCSE profile, intended pathway (A-levels, applied Level 3, or mixed), and longer-term plans.

Pastoral support is one of Maricourt's most clearly described strengths, because the school sets out the structure, the staffing and the escalation routes in unusual detail.

At the universal level, form tutors are positioned as the daily point of contact, with responsibility for relationships, organisation, attendance and conduct. Beyond that, each year group has a Progress Leader and an Assistant Progress Leader, giving families a named layer of leadership focused on student experience within the year group. That matters because it creates a clearer bridge between classroom life and wider support, particularly around behaviour patterns, friendship issues, attendance concerns, or low-level anxiety that can undermine learning.

The wellbeing offer is also tangible. The school describes a Wellbeing Hub with a quiet learning and timeout space, access to a Learning Mentor, a wellbeing garden and a wellbeing clinic, intended to support emotional health and mental wellbeing through a triage approach. The site also references regular visiting professionals, including a school counsellor and a mental health practitioner, and a lunchtime school nurse drop-in on a regular cycle. External partner mentoring is mentioned too, including Everton in the Community mentors and the LFC Onside team.

Safeguarding is presented as a core responsibility with a defined team structure, including designated safeguarding leads and associate leads, and clear principles about acting on concerns and supporting students. For parents, the practical implication is that the school wants families to know where responsibility sits and to understand the seriousness with which concerns are handled.

For a child who thrives with strong pastoral scaffolding, and for families who want clarity about how wellbeing and safeguarding operate, Maricourt's approach is likely to feel reassuring. For a student who wants a more hands-off style, the same systems may feel more adult-led.

Maricourt's extracurricular and enrichment story is strongest when you look at the named programmes and the specific pathways that run across year groups.

The Duke of Edinburgh's Award is a major strand. Maricourt offers all three levels, starting with Bronze in Year 10, Silver in Year 11 and Gold in sixth form. The school describes progression in expedition locations and challenge: Bronze begins locally in Lancashire, Silver moves into the Yorkshire Dales and the Lake District, and Gold involves travel through wild country and mountainous areas. Gold students also undertake a residential section over five days with new people on a shared activity. For teenagers, this is not only a CV item. It is a structured way to build independence, resilience, teamwork and leadership, particularly for students who gain confidence through doing, not only through exams.

For academic stretch, the HAPS programme provides several named opportunities: Debating Society, Ethics and Debate, Brilliant Minds, Cultural Passport, Master Classes and a Mock Trial programme. For Year 11 and older students, support is also framed in practical terms, including Revise til 5 and Booster shots. Those initiatives will particularly suit students who benefit from planned after-school routines and guided revision structures.

On the wider activity side, the school's extracurricular page references a broad range of options and names examples including martial arts and dance clubs, as well as school productions and sport. Sixth form life adds another layer, with an enrichment programme offering choices such as an Oxbridge programme, Teachers of Tomorrow, Sports Leaders Award and Introduction to Forensic Science.

The school also highlights a strong volunteering and fundraising culture. In sixth form, that is described through mentoring younger students, helping with school events, volunteering in the community (including in primary schools and care homes), and engaging with structured programmes.

A final, practical strength is reading and independent study space. Maricourt Library is described as a quiet working environment for Years 7 to 13, with a sixth form study area and research resources. It is also open after school on Tuesdays to Thursdays until 4.15pm for Key Stage 4 and Key Stage 5 revision, which can be a significant help for students who need a calm place to work before travelling home.

The school day runs from 8.55am to 3.25pm, with students expected on site by 8.45am. The timetable includes form time and collective worship at the start of the day, a morning break, and a lunch period.

For communication with home, the school promotes the MyEd app, which it describes as giving parents and carers access to information such as attendance and timetable, alongside messaging.

Term dates are published on the school website, including the 2025 autumn term start on Tuesday 2 September 2025 and the 2026 spring term start on Tuesday 6 January 2026.

• GCSE and A-level performance sits below England average in the FindMySchool measures, so families should look carefully at subject choices, support, and the student's learning habits.
• Admissions are non-selective but the school is recorded as oversubscribed; Catholic voluntary aided admissions can also involve additional paperwork alongside the local authority application.
• Expectations around uniform and presentation are detailed and strict, which suits many students but will not appeal to everyone.
• The enrichment offer is substantial (including DofE and structured HAPS activities), but it tends to reward students who are willing to commit time beyond the school day.

Maricourt Catholic High School is a values-driven Catholic comprehensive with deep roots in the Sisters of Mercy tradition and a strong emphasis on pastoral support, wellbeing infrastructure and personal development. The Sixth Form Centre adds a distinctive post-16 experience, with a broad spread of academic and applied subjects and a clear programme of careers guidance, enrichment and volunteering.

This is likely to suit students who respond well to a structured day, strong routines, clear expectations and a community tone shaped by faith and service. It can be a particularly good fit for students who benefit from visible pastoral scaffolding, and for those who want to combine study with programmes like DofE, debating, or a mock trial pathway.

Families whose priority is top-tier exam outcomes in England may find the results picture less compelling, and should ask detailed questions about subject-level outcomes and how the school supports academic improvement through Key Stage 4 and sixth form.