Maharishi Free School Review 2026: A small all-through school built around calm routines and continuity

A school day here is deliberately structured for focus. Pupils begin and end the day with short Transcendental Meditation sessions as part of the school’s Consciousness-Based Education approach, alongside the national curriculum.

It is an all-through free school for ages 4 to 16, with a small planned capacity of 240, split across two sites, primary in Lathom and secondary around half a mile away in Skelmersdale. That split shape matters because it helps the school feel close-knit, but it also affects daily logistics and transition.

Leadership has been stable. Lisa Edwards has served as headteacher since 01 September 2016, and is also listed in governance records as the headteacher ex-officio governor.

Maharishi Free School’s defining feature is not its size, location, or even its all-through structure, it is the way the school builds a calm, orderly day around mental wellbeing practices. The school describes this as Consciousness-Based Education, with Transcendental Meditation forming a short routine at the start and end of the day. For families who want a clearly defined rhythm, this can feel reassuring, especially for pupils who benefit from predictable routines. For families who are uncertain about meditation in a school day, it is essential to attend an open event and ask detailed questions about how it works in practice.

The setting also influences atmosphere. The primary phase is presented as converted traditional stone buildings with views over the West Lancashire countryside, while the secondary phase is described as a refurbished building nearby, around half a mile away. That two-site layout creates a natural separation between younger pupils and teenagers, while keeping the “one school” identity intact.

Pastoral care is positioned as a core strength. The most recent inspection describes pupils as well cared for, with staff knowing pupils individually and tailoring support to promote positive social, emotional, and mental health. The practical implication is that this school is likely to suit children who respond well to personal relationships with staff and a smaller community, rather than those who want the bustle and breadth of a much larger secondary.

Leadership is clearly signposted on the school’s website through named roles, including deputy heads for primary and secondary phases. The school also highlights specific responsibilities within senior roles, such as a Consciousness-Based Education lead, and a Duke of Edinburgh lead role alongside a Dungeons and Dragons activity reference, which gives a sense of how much the programme relies on named staff champions rather than generic “enrichment”.

This is an all-through school, so the most useful picture comes from looking at both primary outcomes and GCSE indicators.

Primary (Key Stage 2)

In 2024, 70% of pupils met the expected standard in reading, writing and mathematics combined. The England average was 62%, so results were above England average on this headline measure. At the higher standard, 18.33% reached greater depth in reading, writing and mathematics, compared with an England average of 8%, which is a strong indicator for the proportion of pupils achieving at the top end.

Subject measures show a mixed pattern. Reading was an evident strength, with an average scaled score of 106 and 75% meeting the expected standard in reading. Mathematics averaged 104, with 70% meeting the expected standard. Science outcomes were less strong on the headline percentage, with 75% meeting the expected standard, compared with an England average of 82%.

Rankings provide additional context. Maharishi Free School is ranked 6,913th in England and 11th in the local area for primary outcomes (FindMySchool ranking based on official data), placing it in line with the middle 35% of schools in England (25th to 60th percentile).

The implication for families is clear. Primary outcomes look solid, with a notably higher-than-average proportion reaching greater depth across reading, writing and maths, but the school is not positioned as a results-only primary. It appears to prioritise consistency and pupil wellbeing alongside attainment.

Secondary (GCSE)

At GCSE level, the school’s Attainment 8 score is 46.6, and Progress 8 is +0.29. A positive Progress 8 indicates that, on average, students make above-average progress from their starting points by the end of Year 11.

On curriculum measures, 25% of pupils achieved grade 5 or above in the English Baccalaureate subjects, and the EBacc average point score is 4.55. For context, the England average EBacc average point score is 4.08, suggesting stronger performance on this measure.

Rankings show the school ranked 1,423rd in England and 1st locally for GCSE outcomes (FindMySchool ranking based on official data). This sits in line with the middle 35% of schools in England (25th to 60th percentile), but top locally within its comparison set.

The best way to interpret this profile is as “strong progress, broadly mid-range outcomes nationally, very competitive locally”, which can happen in areas where the comparison set is small. For families, the more meaningful question is whether the school’s approach to learning, structure, and support fits the child, because the academic picture is not narrowly defined by top-grade rates alone.

Curriculum and classroom practice matter here because the school offers a distinctive educational philosophy alongside the standard requirements. The latest inspection describes an appropriate range of subjects, with a curriculum that has widened since the previous inspection, while keeping the English Baccalaureate suite at its core. That suggests a broadly academic spine to Key Stage 4 options, which typically suits students who benefit from clear, traditional subject pathways.

Teaching is described as clear and well matched to curriculum intent, with teachers choosing activities that help pupils apply and practise knowledge, and routinely checking understanding. The practical implication is a teaching model that leans towards careful explanation and structured practice, rather than heavy reliance on independent discovery learning.

Reading is a key development area. Phonics starts as soon as children join the school, and most pupils are described as reading fluently and confidently, with younger pupils able to talk enthusiastically about favourite books and authors. The same evidence also identifies a challenge: some pupils in the primary phase struggle to keep pace with the phonics programme, and while the school identifies those pupils accurately, the catch-up support is not yet as effective as it should be. At secondary level, the reading strategy is described as being at an early stage, with the implication that some students who need support may not be identified as quickly as they should be.

For parents, this is an important “ask on the tour” topic. A small school can respond quickly when systems are sharp, but it can also be more exposed when a strategy is still being embedded. The right question is not whether the school values reading, it clearly does, but how precisely it assesses gaps and what interventions are in place for different ages.

Because Maharishi Free School ends at 16 and does not have a sixth form, planning for post-16 pathways is a standard part of Year 10 and Year 11 decision-making.

The inspection evidence describes a careers programme that gives pupils insight into a range of jobs and helps prepare them for education, employment, or training. In practice, this typically means students will move into local sixth forms, sixth-form colleges, further education colleges, apprenticeships, or a combination of training and employment, depending on their GCSE profile and interests.

What matters for families is the transition support in Year 11. A small school can provide highly individual guidance for applications and interviews, but choice breadth after 16 will depend on travel and local provision. Families who want an on-site sixth form experience should treat the lack of a sixth form as a decisive factor, not a minor detail.

Admissions differ by entry point, and because this is an all-through school, the internal pipeline is particularly significant.

Reception entry (age 4)

Reception applications are made through the local authority coordinated process, and the statutory closing date for Lancashire for September 2026 entry is Thursday 15 January 2026. The school’s own admissions information emphasises that it is often oversubscribed and encourages families to name the school as their first preference if they want to maximise their chances.

Demand data supports the “popular but small” picture at primary entry. The most recent published figures here show 41 applications for 20 offers, which is just over two applications per place. This is not the kind of oversubscription seen in large urban primaries, but in a small school it can still create meaningful competition for places.

The school also signals an expectation that parents attend an open day or schedule a visit so they understand the practical and philosophical differences of Consciousness-Based Education. That is unusual in tone for a state school and worth noting, because it sets expectations about parental engagement.

Year 7 entry (age 11)

For Lancashire, the statutory closing date for secondary applications for September 2026 entry is Friday 31 October 2025. However, the school’s admissions page also indicates that for other year groups, including Year 7, families may be directed to a school-managed application process and waiting list if there are no places available.

This is where the all-through structure changes the admissions experience. In many all-through schools, a significant proportion of Year 6 pupils progress automatically into Year 7, which can reduce external places. The school’s own wording strongly implies that the primary route is the more reliable path into the secondary phase, particularly if the secondary phase is oversubscribed.

Open events and timing

The school advertises open days and tours, with a stated pattern of open days in September and April, and it also lists specific tour dates. For September 2026 applicants, the practical advice is simple: use the autumn term to visit, then align your application with the statutory deadlines above.

Families who want to sanity-check distance and travel time, particularly given the two-site structure, should use the FindMySchoolMap Search to model the daily routine realistically rather than relying on optimistic assumptions.

Wellbeing is not an add-on here, it is part of the school’s daily operating model. The school explicitly values social and emotional nourishment alongside academic progress, and it frames its approach as building calm, resilient learners.

The July 2025 Ofsted inspection graded all key judgements as Good, and confirmed safeguarding arrangements are effective. Beyond the headline, the same evidence points to tailored pastoral support and a culture of respectful behaviour, with learning rarely disrupted and staff providing appropriate support for the small number of pupils who struggle to regulate behaviour.

Attendance is a stated improvement priority. The inspection describes the school’s attendance strategy as still early in its implementation, with some pupils not attending frequently enough and missing learning and wider experiences. For parents, the implication is that this is a school where consistent attendance really matters, because small cohorts mean missed learning can be harder to “blend into the background”. It also suggests that families should ask what the school’s current attendance strategy looks like, and how it supports pupils and parents when barriers arise.

Extracurricular life here reflects the school’s scale. Instead of dozens of parallel clubs, it tends to highlight specific activities that are meaningful and well run.

In primary, the inspection evidence points to pupils representing the school in sporting events such as dodgeball, multisport and football. Those are accessible activities, and in a small primary they can be a practical way to give pupils confidence, teamwork habits, and a wider peer group across year mixes.

In secondary, the Duke of Edinburgh’s Award scheme is explicitly valued for the leadership experience it provides. That matters because it is a structured commitment, not a casual lunchtime club. For students who thrive on responsibility and clear milestones, Duke of Edinburgh can be a genuine development pathway, particularly in a smaller school where it is easier to notice who is contributing.

The school also publishes specific enrichment examples. One is the Mad Science Club, described as an after-school activity drawing pupils across year groups and led by a trained science instructor, with sessions focused on creative thinking and problem solving across science topics. The implication is that enrichment is being used to broaden exposure, especially important in a small school where specialist subject variety can otherwise be limited by staffing.

There are also signs of distinctive “small school culture” choices. A staff role description references a Dungeons and Dragons activity leadership element, which suggests the school is comfortable supporting niche interests that can be powerful for social connection, especially for pupils who do not always find their peer group through sport.

The school publishes clear day structures for both phases. Primary runs 9.00am to 3.30pm, with collection expected by 3.40pm. Secondary runs 9.00am to 4.00pm Monday to Thursday, and 9.00am to 3.30pm on Fridays.

Wraparound care exists through an Out of Hours Club, including an early breakfast option from 8.00am, and a breakfast club slot from 8.30am to 9.00am. Families should check availability and booking expectations early, because small schools can have limited capacity in wraparound provision.

Travel planning should account for the two-site layout. The school describes the primary and secondary phase buildings as about half a mile apart. For families with siblings across phases, that can shape drop-off and pick-up routines more than the published school day times alone.

• Two-site logistics. Primary and secondary operate on different sites around half a mile apart. This separation suits many children developmentally, but families should plan daily routines carefully, particularly if they have siblings in different phases.

• Reading support is a work in progress. The most recent inspection identifies that catch-up support in primary phonics is not yet as effective as it should be, and that secondary reading identification is still developing. Families should ask what interventions are currently in place and how progress is tracked.

• Attendance is an improvement priority. The school is working to embed its attendance strategy, with the inspection noting that some pupils still do not attend frequently enough. If your child has had attendance barriers in the past, discuss support plans early.

• Year 7 entry may be constrained. The school’s own admissions guidance strongly implies that moving through the primary phase can be the most reliable route into the secondary phase, and that other year groups may depend on place availability and waiting lists.

Maharishi Free School offers something distinctive in the state sector: a small all-through setting with an explicit emphasis on calm routines, wellbeing, and a structured day that includes Transcendental Meditation. Academic outcomes look solid, with especially encouraging primary higher-standard results and positive secondary progress measures, while inspection evidence highlights caring pastoral support and orderly behaviour.

It suits families who want continuity from Reception to Year 11, who prefer a smaller community where staff know pupils well, and who are comfortable with the school’s Consciousness-Based Education approach. The main trade-offs are practical, the split-site routine, the absence of an on-site sixth form, and the need to interrogate how rapidly developing strategies (reading support and attendance) are being embedded.