Ark Franklin Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Ark Franklin Primary Academy Harvist Road, London NW6 6HJ

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Peter Watkins. This school is part of Ark Schools trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lucy Heller, and overseen by a board of trustees, chaired by Tina Alexandrou.

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What is it like to attend this school?

Pupils access an exceptional education at this school. The school aims incredibly high for what it wants pupils to achieve, including those with special educational needs and/or disabilities (SEND). Pupils meet these expectations, as shown in the remarkable outcomes they secure in external assessments.

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What is it like to attend this school?

The school has established its own ‘Franklin culture’ that appreciates pupils for their successes and builds their character to respect one another regardless of background. In assembly, for example, pupils in Year 2 proudly nominate peers who have helped them and deserve recognition. Pupils flourish at this school because of the drive to equip them with the life experiences they need. Of particular note is the school’s sporting offer. Boys and girls represent the school and celebrate their triumphs in football, netball and athletics.

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What is it like to attend this school?

Starting from the early years, pupils know the behaviour routines and standards of the school. Pupils share that this is a ‘zero bullying school’ and that they are kept safe, with a trusted adult they can turn to if needed. The focus of pupils in lessons is exemplary and they treat each other with courtesy and the highest respect. This is a result of the warmth with which staff care for pupils. 11 and 12 March 2025

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What does the school do well and what does it need to do better?

The school provides pupils with a strong start to their education. From the early years, children and their individual needs are understood. They receive tailored support and care to help them learn. Communication and language is prioritised as adults use questioning to encourage children to use new words in their conversations. As pupils progress through the school, they learn to write to a high standard. This means they express their ideas and reflections with a sophisticated use of language.

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What does the school do well and what does it need to do better?

The school is remarkably effective at teaching pupils to read. Children are introduced to the sounds they need to learn from Reception and quickly build up their reading confidence. Adults are expertly trained and are able to check pupils’ fluency and step in to support those who need it. As a result, pupils become capable readers. This approach to reading has become a core part of the school’s offer. In Nursery, children begin their day exploring and sharing their favourite books with each other. Teachers rehearse new words to ensure these become part of children’s vocabulary. By the time pupils are in Year 6, they access a range of texts for pleasure and can discuss why they enjoy their favourite authors and the characters they create.

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What does the school do well and what does it need to do better?

Teachers introduce learning in a clear and helpful way. They have excellent knowledge across curriculum subjects and identify misconceptions before quickly helping pupils correct their understanding. This results in pupils building up strong knowledge and being able to recall what they have learned across the curriculum. For example, in science, pupils are able to explain the effect on particles of boiling and melting points. Pupils with SEND benefit from this high-quality learning and, as a result, achieve well. This is because adults provide extra support when needed and ensure that these pupils access the same ambitious curriculum as others. The school is proactive and engages well with external partners to identify and help pupils with SEND and the most disadvantaged. Through working with parents and carers, the school sends a clear message about the importance of attending school. As a result, pupils are happy to come to school every day.

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What does the school do well and what does it need to do better?

The school is dedicated to developing pupils’ interests and their personal and social skills. There is an extensive offer of clubs, such as chess, debating, poetry and multiple sports, that pupils enjoy. Pupils take on roles of leadership such as school councillors, who are empowered to take action on behalf of pupils, including charitable fundraising. The school’s values are taught at every opportunity, leading to pupils learning a set of morals and behaviours to follow. The school’s personal, social and health education programme responds to the needs of pupils and provides them with a secure knowledge of healthy eating, being safe online and maintaining happy friendships.

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What does the school do well and what does it need to do better?

Leaders are committed to building up the strength of the school’s offer. The quality of opportunities for training are strong and allow adults to maintain the expected standards of education. They drive a culture of care and encourage positive relationships with pupils that means adults know pupils’ individual needs. Leaders, including trust leaders, support 11 and 12 March 2025

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staff and contribute towards a happy and cared for staffing team. They manage the workload of teachers effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in June 2016.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and 11 and 12 March 2025

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pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 11 and 12 March 2025

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School details

Dates of previous inspection 29 and 30 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Ark Schools trust.  The school does not use alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 11 and 12 March 2025

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 Inspectors spoke with the headteacher, deputy headteacher and members of the senior leadership team.  Inspectors also held discussions with the governing body and trust.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors considered the responses to the online survey, Ofsted Parent View. They also took into consideration the online staff and pupil surveys.

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Inspection team

Karim Ismail, lead inspector His Majesty’s Inspector

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Inspection team

Alan McDougall Ofsted Inspector 11 and 12 March 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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