Francis Askew Primary School

Name Francis Askew Primary School
Ofsted Inspection Rating Requires improvement
Inspection Date 12 June 2019
Address North Road, Hull, HU4 6LQ
Phone Number 01482509627
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 422 (49% boys 51% girls)
Number of Pupils per Teacher 20.7
Academy Sponsor The Constellation Trust
Local Authority Kingston upon Hull, City of
Percentage Free School Meals 42.2%
Percentage English is Not First Language 21.1%
Persisitent Absence 11.6%
Pupils with SEN Support 14.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Francis Askew Primary School is a larger-than-average-sized primary school and has grown substantially over the last few years. Children attend part-time in the Nursery class and full-time in the Reception classes. The school has a much larger proportion of pupils who are eligible for support through the pupil premium funding than found nationally. The majority of pupils are from a White British background. The number of pupils from minority ethnic backgrounds is slightly below average. Most of these pupils speak English as an additional language. The school has a lower proportion of pupils with SEND than that found nationally. A breakfast club, funded by the school, is available for pupils. The school has experienced high staff turbulence since its previous inspection. The school is part of the Constellation Trust, a multi-academy trust which supports a number of schools in Hull.

Summary of key findings for parents and pupils

This is a school that requires improvement Pupils’ progress is uneven, particularly in reading and writing at key stage 2, because the quality of teaching is not consistently good. Relatively recent strategies to raise pupils’ achievement in these subjects have not had sufficient impact on raising standards securely. A number of subject and key stage leaders are relatively new to their roles and have not had sufficient time to improve the provision in their areas of responsibility. Leaders do not check closely that the work teachers plan meets the needs of all pupils effectively and challenges them appropriately. Pupils do not apply their handwriting, spelling, grammar and punctuation accurately when working independently. Some spelling and grammar errors are often linked to pupils’ weak spoken English. Middle-attaining pupils sometimes lack the confidence to progress to harder tasks and thus make the progress they could. Teachers do not routinely provide pupils with enough opportunities to write at length in other subjects. As a result, too few pupils get the practice they need to develop their writing to attain the higher standard. The quality of pupils’ learning and written work in subjects other than English is weak. Pupils of all abilities often undertake the same tasks and this limits their achievements. In reading, while pupils are confident in their decoding skills to tackle unfamiliar vocabulary, they do not always understand their texts well enough to demonstrate fluency and accuracy. Continued staffing issues, especially in key stage 2, have slowed school improvement. The school has the following strengths The headteacher has established a strong senior leadership team that is very capable of moving the school forward quickly and effectively. Governors are skilled in supporting school improvement and holding leaders to account. Pupils make good progress in mathematics throughout the school. Children in the early years make good progress and are well prepared for Year 1. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) achieve well throughout the school. Pupils’ behaviour is good. Pupils are kind and courteous to others and enjoy being at school. Enrichment activities for pupils are very popular and broaden pupils’ experiences. The school’s calm environment helps pupils to feel safe, happy and well looked after.