Francis Askew Primary School Review 2026, Anlaby Park, Hull

For a state primary, the most useful single measure is the combined expected standard in reading, writing and mathematics at Key Stage 2.

In the most recent published data 66% of pupils reached the expected standard in reading, writing and mathematics combined, above the England average of 62%. At the higher standard, 25.33% reached greater depth in reading, writing and mathematics, well above the England average of 8%. That combination suggests that, while the overall attainment picture is slightly above England average, a meaningful proportion of pupils are achieving at the top end.

Scaled scores reinforce the same message. Reading is 104 and mathematics is 104. Grammar, punctuation and spelling is 102. Each sits above the typical England benchmark of 100 for scaled scores, which points to secure basics and a cohort that is generally keeping pace.

Science is the main caution flag. 75% reached the expected standard in science, below the England average of 82%. For many families, that is not automatically worrying, science teacher assessment is a different style of measure, and cohorts vary year to year, but it is worth watching if you are comparing several local primaries.

Rankings should be interpreted carefully. Based on the FindMySchool proprietary ranking (built from official outcomes data), Francis Askew is ranked 10,781st in England and 68th in Hull for primary outcomes. That places it below England average overall, within the bottom 40% band nationally. The practical implication is that this is not a “results first” outlier school on paper, yet it does show strengths in higher standard attainment and in the core scaled scores, which can matter more to some families than a single rank line.

Parents comparing nearby schools can use the FindMySchool Local Hub page and comparison tool to look at KS2 measures side by side, especially the expected standard and higher standard figures.

The curriculum is described publicly as sequenced and broken into small steps, with subject leaders identifying the knowledge pupils should learn and in what order. That matters because it tends to create consistency across classes, which is especially valuable in a larger primary where children may have multiple adults teaching them over time.

Early reading looks like a clear emphasis. The school communicates phonics expectations to families and signposts home reading support, including guidance on the sounds pupils learn in Reception and beyond. For parents, the key “so what” is that children are more likely to be reading books that match the sounds they already know, and that reduces guessing habits that can slow progress later.

Writing is the area to probe on a visit. The most recent inspection evidence indicates that, while subject planning is ambitious, teaching choices are not consistently strong in every lesson, with writing singled out as the place where pupils do not always achieve the highest outcomes they could. For families, that suggests a sensible question for the school is how writing is taught now, what training and coaching looks like across year groups, and how staff check that pupils are applying grammar and vocabulary knowledge in extended pieces.

As a primary with nursery provision, Francis Askew has two key transitions to manage, nursery into Reception, and Year 6 into secondary.

Nursery into Reception is structurally supported because early years is designed as a joined up unit. Children in Foundation 1 are alongside the Reception classrooms, with consistent routines, shared outdoor space, and an environment that is meant to reduce the “big jump” feel for younger pupils.

At the end of Year 6, families typically consider a cluster of local secondaries. The school itself publicises secondary open events for Year 6 families, including local academy open nights, which is a good indicator of an active transition culture. The practical advice is to treat Year 6 transition as a process that begins early in the autumn term, with open evenings, taster days, and then the local authority application timeline.

Francis Askew is a state school, so there are no tuition fees. The key question is availability, and then the route you apply through.

Reception admissions are coordinated by Hull City Council. For entry in September 2026, the online application window opens on 1 October 2025 and closes at midnight on 15 January 2026. Offers are issued on 16 April 2026. This timeline is fixed for all Hull primary applications, regardless of which school you list as preferences.

Demand is meaningful. the Reception entry route shows 60 applications for 38 offers, 1.58 applications per place, and an oversubscribed status. For parents, the implication is simple, list realistic preferences, understand how distance and oversubscription criteria are applied, and do not assume that living “nearby” is enough without checking current patterns.

There is no furthest distance at which a place was offered figure provided for this school, so you should rely on the local authority’s published admissions guidance and the school’s admissions policy rather than informal estimates. Families who want to be precise can use FindMySchoolMap Search to check their home to school distance consistently, using the same mapping logic across different schools.

Nursery admissions are usually handled directly with the school rather than through the council, and timings can be more flexible across the year. Because nursery places and start dates can vary, families should ask specifically about application steps, start options, and how nursery attendance relates to Reception admissions, since nursery attendance does not automatically guarantee a Reception place in state schools.

Pastoral systems are framed around clear expectations and a values based culture. The REACH language and the Green Standard are used to keep messages consistent for pupils, staff, and families, and that tends to support calmer classrooms when it is applied well.

Safeguarding is treated as a whole school responsibility, with training and processes designed to be embedded rather than handled only by a small team. For parents, the most relevant practical check is how the school communicates concerns, attendance expectations, and online safety guidance, and whether pupils can explain what to do if they are worried.

Inclusion is positioned as central, covering SEND, English as an additional language, medical needs, and pupil premium eligible pupils. The useful “family level” question is what support looks like day to day in class, how small group interventions are chosen, and how the school keeps parents informed when provision changes.

Extracurricular life is not presented as a generic list. The school names a range of clubs across the year, including cookery, choir, dance, Lego, and reading clubs, alongside sports such as football, rugby, netball, table tennis, and multi skills.

Two specific strands stand out.

First, performance and large scale events. The school has taken part in Hull area Rock Challenge events and reports winning a National Inclusion Award linked to that participation, plus reaching finals three times. For pupils who enjoy rehearsal, teamwork, and performance, that kind of programme can be a genuine confidence builder, especially for children who do not naturally gravitate to competitive sport.

Second, enrichment that supports broader horizons. Residential experiences are highlighted as a way for older pupils to develop teamwork and try adventurous activities. That matters because, in many primary settings, residentials are the first time children spend multiple days away from home with peers, and that can accelerate independence and social maturity.

If you are comparing several local primaries, it is worth asking not just which clubs exist, but how pupils get access, whether clubs rotate fairly across year groups, and how the school supports participation for families where cost or transport could be a barrier.

The core school day runs from 8:50am registration to a 3:20pm finish. Doors open from 8:40am. A free breakfast club operates from 7:50am in the main school hall, and the school also advertises paid wraparound options, including Sunrise Club for nursery children (7:50am to 8:40am) and an after school Sunset Club running from 3:30pm to 6:00pm.

For travel, this is a west Hull school serving local families, so many pupils will be walking or using short car routes at peak times. As with any larger primary, it is sensible to ask about drop off routines, gates used by year group, and whether there are any restrictions designed to reduce congestion.

• Oversubscription pressure. The Reception entry route shows 60 applications for 38 offers. If you are applying for September 2026, plan around the Hull timeline and use realistic preference choices.

• No published distance benchmark. There is no furthest distance at which a place was offered figure available for this school. Families who are relying on proximity should check the current local authority admissions criteria and use consistent distance checking.

• Writing consistency. Inspection evidence indicates that teaching choices are not equally strong in every lesson, with writing highlighted as the main area to tighten. Ask what has changed since April 2023 and how writing is now taught and assessed across year groups.

• Wraparound costs add up. Breakfast club is free, but nursery morning wraparound and after school care are paid sessions. If you will use wraparound daily, total weekly costs can become a meaningful part of the budget.

Francis Askew Primary School suits families who want a structured, expectations led primary with a substantial early years offer, clear routines, and a practical focus on reading and core skills. It is also a good match for children who benefit from predictable systems and who enjoy enrichment that includes performance and clubs beyond sport.

The main challenge is admission competition at Reception. For families who secure a place, the combination of a modern building, an integrated nursery and Reception setup, and a clear culture around behaviour and learning can make day to day school life feel stable and purposeful.