Gumley House RC Convent School, FCJ Review 2026: High expectations, strong GCSE outcomes, Catholic character at the core

GCSE outcomes

Ranked 610th in England and 5th in Hounslow for GCSE outcomes, Gumley’s results sit above England average and within the top 25% of schools in England, using FindMySchool’s proprietary ranking based on official data. (These rankings help parents compare local options on a consistent basis, rather than relying on anecdote.)

The underlying metrics support that positioning. An Attainment 8 score of 58.9 is strong in England terms, and a Progress 8 score of 0.73 indicates students, on average, make well above average progress from their starting points by the end of Key Stage 4.

The EBacc picture is more mixed, which is often the trade-off in schools that balance academic and applied pathways. 40.4% of pupils achieved grades 5 or above in the EBacc measure, while curriculum planning indicates EBacc entry is rising. The practical implication is that parents should look beyond the headline Attainment 8 and check subject choices and expectations, particularly if they are aiming for a strongly academic GCSE suite.

If you are comparing several local schools, FindMySchool’s Local Hub and Comparison Tool can help you benchmark GCSE strength and progress side by side, which is usually more informative than relying on a single data point.

A-level outcomes

At A-level, Gumley sits in a different band. Ranked 1,217th in England and 10th in Hounslow for A-level outcomes, it reflects solid performance, broadly in line with the middle 35% of schools in England (25th to 60th percentile), using FindMySchool’s proprietary ranking based on official data.

Grade distributions reinforce that “solid rather than elite pipeline” picture. 6.73% of entries achieved A*, and 47.44% achieved A* to B. This may suit students who want a supportive sixth form with clear expectations and good guidance, but it may not satisfy families who are selecting sixth forms primarily for very high A* rates.

Curriculum intent is explicitly ambitious. Students study two modern foreign languages in Years 7 to 9, which is a meaningful signal in the current policy environment, where many schools have reduced language breadth. The wider curriculum is described as matching, and in places exceeding, the national curriculum, with GCSE pathways that include both academic and vocational options.

In practice, teaching is described through a consistent “lesson structure” approach, with staff training focused on helping students recall prior learning and connect it to new content. The implication for students is usually positive, particularly for those who benefit from predictable routines and frequent retrieval, because the learning process is less reliant on confidence alone.

There is, however, a genuine nuance parents should understand. Depth and sequencing are stronger in some subjects than others, and the school has identified the need for tighter consistency in a small number of areas so that recall and understanding develop with the same depth everywhere. For families, that translates into a sensible question at open events: where has curriculum development been strongest recently, and how does the school assure subject-by-subject consistency?

Gumley publishes a strong emphasis on guidance for life after school, including a dedicated UCAS support area and broader “next steps” content for sixth form students. The most useful hard numbers available here are the 16 to 18 leaver destinations results and the Oxbridge for this school.

For the 2023 to 2024 leaver cohort (cohort size 120), 73% progressed to university, 15% went into employment, 2% progressed to further education, and 1% started apprenticeships.

Oxbridge applications are present but small scale. Across the measurement period, 4 students applied, with 0 offers and 0 acceptances recorded. For parents interpreting that, the key point is scale. Gumley is not positioned as an “Oxbridge factory” sixth form; instead, it appears to prioritise broad progression routes, with university as a common destination and employment routes also meaningful.

A practical way to use this information is to align it with your child’s likely pathway. If they are aiming for highly selective universities, ask about subject-level outcomes and enrichment tied to those courses. If they are seeking a sixth form that combines academic study with clear pastoral structures and guidance, Gumley’s approach may feel well matched.

Gumley is oversubscribed. The most recent published admissions figures for the main intake show 454 applications and 153 offers, which is around 3 applications per place. That competition level shapes the experience for families, because the main challenge is usually entry rather than the quality of provision once a place is secured.

Year 7 entry (September 2026)

Applications for Year 7 are coordinated through the Local Authority Common Application Form (CAF). The school’s admissions guidance states the CAF deadline for a valid on-time application is 31 October 2025.

In addition to the CAF, Gumley requires a Supplementary Information Form (SIF), with supporting documentation submitted by 31 October 2025. The documentation list varies by application route, but can include a baptism certificate for Catholic applications and a letter of support for other denominations or faiths where relevant.

For timing, Hounslow’s published timetable for September 2026 Year 7 entry sets out the key milestones:

• Applications open: 1 September 2025

• On-time deadline: 31 October 2025

• Offer day: 2 March 2026

• Deadline to accept: 16 March 2026

• Appeal deadline: 13 April 2026

Because faith-based oversubscription criteria can be complex, families often benefit from checking both the school’s published admissions arrangements and the Local Authority timetable in parallel, then building a simple checklist (CAF submitted, SIF submitted, documents uploaded) well before the deadline.

Open events and visiting

Open events are typically held in September and October each year. For the 2025 cycle, the school advertised an open evening on 23 September 2025 and open mornings across 23 September 2025 and 25 September 2025, with structured talks from the headteacher and tours. If you are looking ahead to later entry years, it is reasonable to expect similar months, but families should check the school’s events calendar for current scheduling.

Sixth form entry (Year 12, September 2026)

Gumley’s sixth form admissions page sets out a clear application deadline for September 2026 entry: Friday 5 December 2025.

Entry requirements are specific and transparent. For A-level study, applicants are expected to have at least five GCSE passes at grades 9 to 5 including English Language and Mathematics, plus subject-level thresholds, including grade 6 in the subject to be studied at A-level (with Mathematics typically requiring grade 7, and Further Mathematics grade 8 in GCSE Mathematics).

The implication is simple: sixth form planning should start early in Year 11. Students who are borderline on the subject thresholds should discuss realistic combinations and any alternative pathways offered by the school, rather than relying on late adjustments after results day.

Pastoral structures are formalised and visible, with a designated safeguarding lead and deputy safeguarding leads identified within senior and pastoral teams. For parents, that sort of clarity matters because it increases confidence that concerns will be routed quickly and consistently.

Faith structures also play a pastoral role. The chaplaincy framing is explicitly about accompaniment and reflection, with retreats and liturgy positioned as part of the annual rhythm. This can work particularly well for adolescents who benefit from structured moments to pause and reflect, rather than only receiving support once problems escalate.

Behaviour expectations are presented as high and consistent, which typically benefits learning time and reduces low-level disruption. Where bullying occurs, it is described as taken seriously and addressed quickly, which is an important reassurance in a large secondary setting.

Extracurricular and enrichment are broad, but the more important question for parents is whether activities have enough structure to draw in students who are not already confident joiners. Gumley’s provision includes identifiable “anchors” that help students commit.

Music and performance

Music ensembles include the Gospel Choir, Worship Choir, and Gumley Glee, with performances linked to school events and community activities. Dedicated facilities are referenced, including practice rooms and an iMac suite, which suggests provision that goes beyond occasional rehearsals.

Drama is also a prominent strand. A whole-school production of Hairspray was staged in 2023 at Richmond Theatre, and students have participated in wider events such as the Shakespeare Schools Festival. The implication for students is that performance opportunities can be substantial rather than tokenistic, which can be transformational for confidence, or simply enjoyable for those who want a serious creative outlet.

Service, leadership, and recognised awards

The school references student leadership roles and structured service, including work supporting younger pupils with reading and fundraising for charities and the local community. For some families, that is a stronger indicator of character education than generic “leadership opportunities”, because it points to specific, repeatable roles.

For older students, the Duke of Edinburgh’s Award is available, with guidance that places responsibility on students to organise key sections, supported by school advice and expedition support. This tends to suit students who are ready for independence, and it can be a valuable complement to academic study.

House system

The six-house system creates a clear internal structure for belonging and friendly competition. Houses are linked to patron saints: St Clare of Assisi, St John Fisher, St Joan of Arc, St Thomas More, St Richard Reynolds, and St Teresa of Avila. For new Year 7 students, that sort of small-group identity often reduces transition anxiety because community is built into the timetable, rather than left to chance.

Students are expected to be on site by 8:30am for registration at 8:40am, with the first lesson beginning at 8:50am. Key Stage 3 students are dismissed at 3:10pm, with Key Stages 4 and 5 dismissed at 3:20pm.

Clubs and activities run before and after school on most days, with timings that vary by activity. Music rehearsals can run to around 4:30pm, while sports fixtures may finish later.

For travel planning, families typically assess bus routes and local rail options serving Isleworth and the St John’s Road area, then sanity-check the day against the start time and after-school commitments, especially for students joining choirs, productions, or sport.

• Oversubscription is real. With 454 applications for 153 offers in the most recent published intake figures, families should treat entry as the main uncertainty, then plan fallback preferences accordingly.

• Catholic admissions paperwork adds complexity. Year 7 entry requires both the Local Authority CAF and the school’s SIF, with supporting documents submitted by 31 October 2025. Families who miss the documentation deadline can unintentionally weaken an otherwise strong application.

• Subject-to-subject consistency is still tightening. A small number of subjects are still strengthening curriculum sequencing and depth; ask what this looks like in practice for your child’s likely GCSE choices.

• Sixth form ambition should be matched to outcomes. A-level results are solid rather than elite in England ranking terms, and the recorded Oxbridge pipeline is small. Students aiming for the most selective routes should ask detailed questions about subject-level support, super-curricular provision, and predicted grade strategy.

Gumley House RC Convent School, FCJ is a high-expectations Catholic girls’ school with a mixed sixth form, strong GCSE performance, and a school day that appears calm, structured, and purposeful. It suits families who want clear standards, a visible faith ethos, and enrichment that includes serious music and drama opportunities, alongside leadership and service. The limiting factor is usually admission, so families should treat the application process as a project, with deadlines and documentation managed carefully.