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Gumley House Convent School

Gumley House Convent School
Address
St John's Road
Isleworth
Middlesex
TW7 6XF
Tel
020 8568 8692
Fax
020 8758 2674
Email
Web
If you are a representative of Gumley House Convent School and wish to add to or amend the information we hold on the school please click here

Gumley House Convent School, Isleworth is a state school for girls aged from 11 to 18, co-ed sixth form.

Local authority:

Hounslow

Pupils:

1201

Religion:

Roman Catholic

Open days:

Early July, late September and early October.


Properties


Linked schools


Good Schools Guide Review Snapshot

School offers great support for students coping with exams. One mother told us that when her year 10 daughter was finding the workload difficult her head of year organised relaxation classes for any girls who were feeling stressed. ‘It’s not just about results,’ she said. ‘They really make sure that the whole person is happy...
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The Good Schools Guide Review of Gumley House Convent School, Isleworth, TW7 6XF

Our View

░ ░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░░░░. ░░░░ ░░░░░ ░ ░░░░░.

Headteacher

░░░░░ ░░░░, ░░░ ░░░ ░░░░░░░░░░, ░░░░░░░░░░ ░░░░░░ ░░░░ (░░░░░ ░░░). ░ ░░-░░░░░░░░ ░░░░░░░░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░ ░░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░░░░░░ ░░░░░░ ░░░░░. ░░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░ ░░░ ░ ░░░░ ░░ ░░░░’░. ░░░░░░░░░░ ░░░░ ░░░░░░, ░░░░░ ░░ ░░░░░░ ░░ ░░░ ░░░ ░░ ░, ░░░ ░░░░░░░░ ░ ░░░░ ░░ ░░░░░░░. ░░░░░░░░ ░░ ░░ ░░░░░░░░░’░, ░░░░░░ ░░░ ░░░░░ ░░░░░ ░░ ░░░░░░. ░░░░░░░ ░░ ░ ░░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░ ░░ ░░░. ░░░░░░░ ░░░░░░░ ░░░░░░░, ░░░░░░░, ░░░░░ (░░░ ░░░░░░ ░░░ ░░ ░░░░░ ░░░░░░). ░░░ ░░░░ ░░░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░ ░░░░░░. ░░░░░░░ ░░░░ ░░░ ░░░░ ░░░░░░░░░░░░. ‘░░░’░ ░░░░ ░ ░░░░░░ ░░░░░░ ░░░ ░░ ░░░░░░ ░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░░░░░ ░░░░ ░░ ░░░░,’ ░░░░░░░░ ░░░ ░░░░░░. ‘░░░ ░░░ ░ ░░░░░ ░░░░░ ░░ ░░░░░░,’ ░░░░ ░░░░░░░.

Academic Matters

░░░ ░ ░░░-░░░░░░░░░ ░░░░░ ░░░░░░, ░░░░ ░░░░ ░░░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░*-░ ░░░ ░░ ░░░ ░░░░ ░*-░ ░░░░░░ ░░ ░ ░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░░░░░░░░ ░+ ░*-░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ (░░ ░░░ ░░░░ ░*-░ ░░░░░░). ░░░░░░░░░░ ░░ ░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░ ░ ░░░░░░░░░ ░░░░░░░░░░. ░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░░ (░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░ ░░░░ ░░░░ ░ ░░ ░░). ░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░░░░░. ░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░░, ░░░░░░░░ ░░░░░░░░░░░░, ░░░, ░░░░░░░░, ░░░░'░ ░░░░░░░░. ░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░, ░░░░░░’░ ░░░░░░ ░░ ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░░ ░ ░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░░░ – ░░░░░░░░ ░░░░░░░, ░░-░░░░░ ░░░░░░░, ░░░░░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░░. ░░░░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░. '░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░, ░░░ ░░░░░░░░░░░░ ░░░ ░░░ ░░░░░,' ░░░░ ░░░ ░░░░░░. ░░░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░ ░░░░░░. ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░░░. ░░░░░░’░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░, ░░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░. ‘░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░,’ ░░░ ░░░░░░░░. ░░░ ░░░░░░’░ ░░░░░ ░░ ░░░░ ░░ ░░░░░ (░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░) ░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░, ░░░░░ ░░░ ░░░░░░░░░.

Games, Options, the Arts

░░░░░░░, ░░░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░░░░░ – ░░░░░░ ░░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░░░░. ░░░░░ ░░░░░░ ░░░░░░, ░░░-░░░░░░░ ░░░░░░░ ░░░░░░/░░░░░░░░ ░░░░░ ░░░ ░░ ░░░░░░░░ ░░ ░░░░░. ░░░░░ ░░░ ░░░░░░░ ░░░░░░ (░░░░ ░░░░░░░) ░░░ ░░░ ░░░░░ ░░░░░░░. ░░░░░░░░ ░░░░░░░░░ (░░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░░░░░) ░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░ ░░░░░. ░░░░░░ ░░░ ░░░░░░░░░░░, ░░░░░ ░░░░░░░░░░░, ░░░░░░ ░░░░░░░░░ – ░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░ ░░░ ░░░░░░. ░░░ ░░░░░░░░░░░░░░░ ░░░░░ (░░░░░░░░░ ░░░░░░░, ░░░░░░░░, ░░░░░░░░░, ░░░░░░░░░, ░░░░░, ░░░ ░░░ ░░░░░) ░░░ ░░░░. ░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░░░ ░░ ░░░ ░░░ ░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░░ – ‘░░░ ░░ ░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░░░░░░ ░░░░░,’ ░░░░ ░░░ ░░░░░░.

Academic Matters

░░░ ░ ░░░-░░░░░░░░░ ░░░░░ ░░░░░░, ░░░░ ░░░░ ░░░░░░░. ░░░░░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░*-░ ░░░ ░░ ░░░ ░░░░ ░*-░ ░░░░░░ ░░ ░ ░░░░░. ░░ ░░░░, ░░ ░░░ ░░░░ ░░░░░░░░ ░+ ░*-░ ░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ (░░ ░░░ ░░░░ ░*-░ ░░░░░░). ░░░░░░░░░░ ░░ ░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░ ░ ░░░░░░░░░ ░░░░░░░░░░. ░░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░ ░░ ░░░░░ ░░░░░░░░ (░░░░░░ ░░░ ░░░ ░░░ ░░░░░░░ ░░░░ ░░░░ ░ ░░ ░░). ░░░░ ░░░░░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░░░░░░░. ░░░ ░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░░░░░░░. ░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░░░░░░░░░░, ░░░░░░░░ ░░░░░░░░░░░░, ░░░, ░░░░░░░░, ░░░░'░ ░░░░░░░░. ░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░░, ░░░░░░’░ ░░░░░░ ░░ ░░ ░░░░░░ ░░░ ░░░░░░░░ ░░ ░░░ ░░░░░ ░░ ░░░░ ░ ░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░░░ – ░░░░░░░░ ░░░░░░░, ░░-░░░░░ ░░░░░░░, ░░░░░░░ ░░░░░ ░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░░. ░░░░░░░░░░ ░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░ ░░░░░. '░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░░░░, ░░░ ░░░░░░░░░░░░ ░░░ ░░░ ░░░░░,' ░░░░ ░░░ ░░░░░░. ░░░░░ ░░░░░░░ ░░░░░░░░ ░░ ░░░░░░░ ░░░░░░░ ░░░░░░. ░░░░░░░░░ ░░░░░ ░░░░ ░░░░░ ░░ ░░░░. ░░░░░░’░ ░░░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░░░░, ░░░░░ ░░░░░ ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░. ‘░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░ ░░░ ░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░,’ ░░░ ░░░░░░░░. ░░░ ░░░░░░’░ ░░░░░ ░░ ░░░░ ░░ ░░░░░ (░░░░ ░░░░ ░░░ ░░░ ░░░░ ░░░░) ░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░ ░░ ░░░ ░░░░ ░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░, ░░░░░ ░░░ ░░░░░░░░░.

Background and Atmosphere

░░░░░░░ ░░ ░░░░ ░░ ░ ░░░░░░ ░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░. ░░░ ░░░░░ ░░░░ ░░░░░, ░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░, ░░░░░░░ ░ ░░░░░░░░ ░░░░░ ░░ ░░░░ ░░░░░░. ░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░ ░░░░░░ ░░░░░░ (░░░░ ░░░ ░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░░░░) ░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░░░. ‘░░░ ░░░░░░ ░░░░ ░░░ ░░░ ░░░ ░░░░░░░░ ░░░░░ ░░ ░░░░░░,’ ░░░░ ░░░ ░░░░░░.

Pastoral Care and Discipline

░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░░░░░░. ░░░░░░░ ░░ ░░░░ ░░░░ ░░░ ░░░░░░/░░░░ ░░░░░ ░░░ ░░░░░░. ░░░░░░░░░░░ ░░░░░░░ – ‘░░░ ░░░░░░ ░░░░░ ░░ ░░ ░░░░░░░░░░░░, ░░░░░░,’ ░░░░░░░░░░ ░░░ ░░░░░░, ░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░: ‘░░░ ░░░░░░░ ░░░ ░░ ░░░░░░░░░░ ░░ ░░ ░░░ ░░░░░░░ ░░░░░░.’ ░░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░, ░░░░░░░░░ ░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░░░░. ░░░░ ░░░░░░░░░░ ░░░░░. ░░░ ░░░░-░░░░ ░░░░░░░░░░░ (░░░ ░░░░ ░░ ░░░ ░░░░-░░░░ ░░░░) ░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░. ‘░░ ░░░░ ░ ░░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░ ░░ ░░ ░░░░░░ ░░ ░░░░ ░░░░ ░░░░░ ░░░░░░░░░░ ░░░ ░░’░ ░░░░░ ░░░░ ░░░░░░,’ ░░░░░░░░░ ░░░ ░░░░. ░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░ ░░░░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░ ░░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░░ ░░░░░ ░░░ ░░░░ ░ ░░░░░░░░ ░░░░░░░░░░░░ ░░░░. ░░░░░░ ░░░░░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░ ░░░░ ░░░░░. ░░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░░ ░░░ ░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░░ ░░░ ░░░░ ░░░░░░░ ░░░░░░░░. ‘░░’░ ░░░ ░░░░ ░░░░░ ░░░░░░░,’ ░░░ ░░░░. ‘░░░░ ░░░░░░ ░░░░ ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░ ░░░░░.’

Pupils and Parents

░░░ ░░░░░░░░░ ░░░░ ░░░░░░ ░ ░░░░ ░░░░ ░░ ░░░░ ░░░░░░ (░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░) ░░ ░ ░░░░░ ░░░ ░░ ░░░░░░ ░░░ ░░ ░░░░░░ ░░░░░░░. ░░░░░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░ ░░░ ░░░░░░, ░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░, ░░░░░░░░░░ ░░░ ░░░░ ░░░░░░░░░. ░░░░░-░░░░ ░░░░░░░░░ ░░░░░░ – ░░░░ ░░░ ░░ ░░░░░░. ░░░░░░░ ░░░ ░░░░░ ░░ ░░░░ ░ ░░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░ ░░░░░░'░ ░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░. ‘░░ ░░░░░░ ░░ ░░ ░ ░░░░░░ ░░░░░░,’ ░░░░░░░░ ░░░ ░░░░, ░░░░░░░░ ░░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░░░░ ░░ ░░░ ░░░░░░. ░░░░░░░ ░░░░░░░░░. ‘░░░░ ░░░░░░ ░░░░░ ░░░ ░░░░ ░,░░░ ░░░░░ ░░ ░░░ ░░░░░░, ░░ ░░░░░’░ ░░░░ ░░░░ ░░░ ░░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░░ ░░ ░░░░░░ ░░░░░,’ ░░░ ░░░░░░ ░░░░ ░░. ‘░ ░░░’░ ░░░░░░░░░ ░░ ░░░░░░ ░░░░░░,’ ░░░░ ░░░░░░░.

Entrance

░░░-░░░░░░░░░ ░░░░░░░░░░░░ ░░ ░░░ ░░░ ░░ ░░ – ░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░ ░░░░ ░░ ░░░░░░░░░░ ░░░░░ ░░░░░░░░░ (░░░░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░) ░░░ ░░░░ ░░░░░░ ░░░░ ░░░░░ ░░░░░░. ░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░ ░░░░░░░░ ░░░░ ░░░░░░. ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░-░░░░░░░░░ ░░ ░░’░ ░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░░ ░░░░. ░░░░ ░░░░░░ ░░░ ░░░░ ░░ (░░░░░░░░░ ░░░░ – ░░░░░ ░░░ ░░░░░░░░░ ░░░░ ░░ ░░░ ░░░░░ ░░░░) ░░░ ░░░░░░░░ ░░░░ ░░ ░░░░ ░░░░ ░* -░░ ░░ ░░░░ ░░░ ░░ ░░ ░░░ ░░░░░░░░ ░░░░ ░░░░ ░░ ░░░░░ ░░ ░ ░░░░░ (░░░ ░░░░░ ░*/░ ░░░░░░░░░░░).

Exit

░░░ ░░ ░░░░░░ ░░ ░░░░ (░░ ░░░░ ░░░░░░░░); ░░░░░░ ░░ ░ ░░░░░ ░░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░░ ░░ ░░░░░ ░░ ░░ ░░░░░░'░, ░░░░░░░░░░░░ ░░ ░░░, ░░░░░░░░ ░░ ░░░░░░, ░░░░░░░░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░. ░░░░ ░░░░░░░░ ░░ ░░░ ░░░ ░░░░░ ░░ ░░░░░░░░░░░░░░░.

Our View

░ ░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░░░░░ ░░░░ ░░░░░░░. ░░░░ ░░░░░ ░ ░░░░░.


Special Education Needs Survey


SEN Statement

At Gumley House Convent School FCJ we provide a caring and nurturing environment for students in line with our Catholic ethos. All students have access to a broad, balanced and enriching curriculum which is adapted as appropriate to meet individual needs. All of our teachers are teachers of students with special educational needs and work to ensure that all students make progress and achieve success. The school works in partnership with parents/carers and students to achieve this goal. Gumley House is dedicated to achieving the highest outcomes for all of its students and to ensuring the well-being of the student as a whole.

July 2014

Autistic Spectrum Disorder

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Aspergers Syndrome MildTicked
Aspergers Syndrome ModerateTicked
Aspergers Syndrome SevereTicked
Autism MildTicked
Autism ModerateTicked
Autism SevereTicked
Semantic Pragmatic DisorderTicked
Other AutisticTicked

Behavioural Difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Attention Deficit Disorder MildTicked
Attention Deficit Disorder ModerateTicked
Attention Deficit Disorder SevereTicked
Attention Deficit / Hyperactivity Disorders MildTicked
Attention Deficit / Hyperactivity Disorders ModerateTicked
Attention Deficit / Hyperactivity Disorders SevereTicked
Emotional and behavioural difficulties MildTicked
Emotional and behavioural difficulties ModerateTicked
Emotional and behavioural difficulties SevereTicked
Conduct DisordersTicked
Obsessive Compulsive DisordersTicked
Oppositional Defiant DisordersTicked
Tourettes and other tic disordersTicked

Genetic and related Disorders

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Down's Syndrome MildTicked
Down's Syndrome ModerateTicked
Down's Syndrome SevereTicked
Fragile XTicked
Other geneticTicked

Learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Moderate learning difficultiesTicked
Profound and multiple learning difficultiesTicked
Severe learning difficultiesTicked

Specific learning difficulties

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Dyscalculia MildTicked
Dyscalculia ModerateTicked
Dyscalculia SevereTicked
Dyslexia MildTicked
Dyslexia ModerateTicked
Dyslexia SevereTicked
Dyspraxia MildTicked
Dyspraxia ModerateTicked
Dyspraxia SevereTicked
Other Specific Learning Difficulties MildTicked
Other Specific Learning Difficulties ModerateTicked
Other Specific Learning Difficulties SevereTicked
English as an additional languageTicked

Sensory Impairment

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Hearing Impairment MildTicked
Hearing Impairment ModerateTicked
Hearing Impairment SevereTicked
Multi-sensory ImpairmentTicked
Speech and Language DifficultiesTicked
Visual Impairment MildTicked
Visual Impairment ModerateTicked
Visual Impairment SevereTicked

Medical and Related Needs

Currently no provision for.Can provide for but no experience of Experience of Now provide for in school Centre of Excellence for.
Cerebral Palsy MildTicked
Cerebral Palsy ModerateTicked
Cerebral Palsy SevereTicked
"Delicate" childrenTicked
EpilepsyTicked
Eating disordersTicked
Physical Difficulties (Not indicated elsewhere.)Ticked
OtherTicked

General Questions

Are all children tested for SEN on entry to the school?TickedStudents are given a Midys test before starting school and Lucid screener after entry to school. We also liaise closely with Primary schools to ensure that we understand the needs of students before they join us.
Please outline the screening programmes used by the school.Lucid screener tests for word reading, reading comprehension, spelling, writing and typing speeds. Students are tested at the beginning and end of years 7-9.
How many children with statements of need or equivalent do you have in the school?14
Do you make special provision for exceptionally gifted children?TickedGumley House School provides a challenging and appropriate curriculum which supports and enables each student who has been identified as gifted and/or talented (academically more able) to strive for excellence and to reach their full potential. Our aim is to raise the achievement and aspirations of all students overall. Provision is largely predominantly through the curriculum, with the responsibility on teaching staff to provide appropriate and effective differentiation, enrichment and learning opportunities. Additionally, there are school wide enrichment programmes to support deep and extended learning.
Please outline what is on offer for such childrenChallenging programmes are created and implemented within each class for all learners within the curriculum. This includes a focus on higher order thinking skills of analysis, evaluation and problem solving; Socratic questioning techniques; making reasoned and evidence based judgments; creative thinking; and independent research tasks. These are designed to stretch the more able. The Extended Project Qualification, Chinese from year 7 to A Level and GCSE Statistics (with plans to introduce GCSE Latin) form a core part of this learning strategy. Students frequently participate in top UK University Masterclasses and Challenge days. The school offers a suite of extracurricular enrichment programmes further developing students’ knowledge, skills and competencies including an Oxbridge preparation pathway; Maths and Science competitions; Shakespeare and Poetry festivals; further drama, art and musical, productions and exhibitions and after school clubs from science and debating to languages and sport. An additional six days per year are timetabled focussed on further enrichment provision that covers in school and external experiences. Imperial College Science, IT and entrepreneurial projects; debating competitions; Careers Days; International Conferences; Youth Parliament; Partnering with the Brilliant Club that emulates University teaching and assessment all form part of the extra curriculum strategy. Ofsted Inspectors (2014) highlighted that Gumley House students: ‘achieve above average standards at GCSE and at A Level. The most able students do particularly well.’
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.TickedThe Learning Support department currently consists of 14 members of staff, 2 SEN teachers and 12 Teaching Assistants. We have a well equipped teaching room for specialist tuition and small group support to develop students' literacy, language development, numeracy, touch typing and social and communication skills. We run homework club three times a week after school for girls who are in need of additional help with their learning or homework. We are also open from 8.00am onwards every morning for socialisation and support with homework and personal organisation.
Pupil Referral Unit.
Other withdrawal.TickedThe well-being of Gumley House students and their development as a whole person in the Gospel values are very important to the school. The Pastoral Team are based in the Pastoral Support Area and ensure that the students are given help in developing their personal skills, in growing towards spiritual and moral maturity, and in extending academic capabilities to the full thus becoming more independent and ready to accept personal responsibility. There are three full time, non -teaching Pastoral Managers and two School Counsellors available to support the students with social, emotional and/or behavioural difficulties.
Specialist language centre
Schemes or Initiatives such as SHARE or Playing for Success.TickedGumley House runs a Friends for Life programme which has been successful for the last two years by the pastoral team ,with students selected by a questionnaire designed by TaMHS to identify anxiety levels. This year the school used the programme for all Year 7 cohort in IL lessons. Friends for Life is a 10-week programme, which aims to build on self-esteem and emotional resilience. Each session explores topics such as Recognising feelings, Challenging negative thoughts, Relaxation, Problem-solving and Being a good friend, to yourself and to others. In parallel to the whole-class groups, Gumley House run one smaller group (Friends for Life Plus) which is led by a Pastoral Manager and a School Counsellor. The group consists of the 12 girls who scored the highest on the anxiety scale questionnaire.
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair accessTickedAt Gumley House we make every reasonable adjustment possible for our students. We have lifts that allow full access to teaching areas to 90% of the school and we have accessible toilets throughout the school. We have a wheelchair available for students who might need it. We follow any OT recommendations for students.
Provides outreach support?TickedAs part of Gumley's Pastoral Care system we provide a counselling service run by BACP accredited Counsellors. The aim of the service is to support girls to be able to participate fully in school life. Counselling is considered to be a normal, healthy and confidential undertaking that promotes emotional well-being, competence and resilience. Students can see the Counsellor before school and during the school day. Students can self-refer or can be referred by a member of staff via the Key Stage Achievement and Well-Being Co-ordinator. Two Counsellors are available for consultation with all the students from Years 7 - 13 and to provide support for parents and teachers if appropriate. Parents also are invited to contact the Counsellor to make an appointment for general support in regards to their daughter.
Receives outreach support?TickedSpecialist teachers from the Early Intervention Service come into school to assess students following learning or behaviour concerns. They advise staff on programmes to meet these needs.
Do children with SEN participate fully in sport and other extracurricular activities?TickedAll SEN students participate in sport and extracurricular abilities as far as they are able. This is an important and valued part of their education.
Please provide information on staffing. Does the school have:
A SENCO or equivalent?TickedWe have a SENDCo and a Deputy SENDCo
Staff who will administer prescription medicines to a childTickedWe have a full-time Heathcare assistant who can administer medication, deal with accidents and who will liaise with parents over health matters. The healthcare assistant also works closely with pastoral managers, provides welfare support and deals with attendance. We also have a school nurse attached to the school who administers health checks and innoculations. In addition to this, we have a number of first-aid trained staff.
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked 2 FTE
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).Ticked7 FT Staff +4P/T Staff = 9.5 FTE approx
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.The SENDCo at Gumley House is a qualified teacher who holds the Masters Level National Accredited SENCo Award as well as a Certificate of Competence in Educational Testing (CCET) in order to undertake educational assessments and access arrangements testing necessary for special arrangements in public examinations. The Deputy SENDCo is a qualified teacher who also holds the Certificate of Competence in Educational Testing (CCET).
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.All staff working in the Learning Support Department receive regular training and updates for the main categories of special educational needs.

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Understanding the road risks in your local area

As many of us do, AXA Insurance and Road Safety Analysis believe that one child casualty on Britain’s roads is too much.

The data is presented by local area in order to aid the understanding of risk – it’s not just about killed or seriously injured, but about any incident reported to the police. Although road safety issues may arise due to a myriad of different reasons including proximity to busy roads and local speed limits, schools play a pivotal role in mitigating these risks by investing time in road safety education programmes.

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