Ark Franklin Primary Academy Review 2026: High-attainment Ark primary with nursery provision in Queen’s Park

A three-form entry primary with nursery provision, Ark Franklin sits in a part of Queen’s Park where families tend to weigh two things carefully: day-to-day logistics and the long view on outcomes. On the outcomes side, the published Key Stage 2 picture is unusually strong, with 96% of pupils meeting the expected standard in reading, writing and mathematics combined in the latest dataset, compared with an England average of 62%.

On daily life, the school has a defined rhythm and clear routines. Gates open at 8:25am and close at 8:40am; collection runs 3:20pm to 3:30pm, with breakfast club available earlier and a separate after-school option running to 6pm.

Leadership is currently under Mr Peter Watkins, named as headteacher on the school website and in the most recent official inspection documentation.

Ark Franklin describes itself as part of the Ark network and positions its culture around high expectations and shared routines. In practice, this comes through most clearly in how recognition is handled. Pupils nominate peers for helpfulness in assembly, and the school’s own weekly celebration structures (including “Dojo Champion” and tiered dojo awards) signal that behaviour and character are treated as teachable, visible priorities rather than background assumptions.

There is also a deliberate attempt to make enrichment feel planned, not optional. The “Primary Passport” frames the pupil journey as a set of experiences spanning nature, culture, citizenship, personal growth, enterprise, and adventure, with a stated target of over 40 experiences by the end of Year 6. The implication for families is straightforward: if you want a primary that formalises enrichment as part of the entitlement, rather than leaving it to individual classes and enthusiastic staff, this model will appeal.

Pastoral tone is consistent with what you would expect in a large, urban academy: firm routines, visible adult presence, and repeated messaging around safety and kindness. The latest inspection materials also describe a settled environment where pupils report feeling safe and supported by trusted adults.

Outcomes are the headline here, and they are strong enough to deserve careful unpacking. In the latest dataset, 96% of pupils met the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. The higher standard indicator is also elevated, at 37.67% versus an England average of 8%.

Scaled scores reinforce the same story: reading 110, mathematics 110, and grammar, punctuation and spelling 108. Taken together, this is the profile of a school where attainment is not just above average but consistently high across core measures.

Rankings, using the provided dataset only, place the school well above England average (top 10%). Ranked 719th in England and 6th in Brent for primary outcomes, this is a proprietary FindMySchool ranking based on official data.

What this tends to mean for parents is that the school appears to add value through consistency rather than a single standout area. Reading, maths, GPS, and science indicators are all high, which usually points to coherent curriculum sequencing and disciplined teaching routines rather than short-term exam technique.

Reading is positioned as a central pillar. The school states that reading lessons are timetabled daily, supported by a well-stocked library and reading corners across the building. The most recent inspection report aligns with this emphasis, describing highly effective reading teaching and strong writing outcomes, with pupils developing sophisticated use of language as they move through the school.

In the early years and Reception, the structure described is purposeful and language-led. Nursery starts with a welcome session and a mix of structured play and focused learning moments; Reception uses a “soft-start” followed by phonics at 9am and then maths and literacy. For families, the implication is that early communication and language development is treated as core, which tends to support later attainment and confidence, particularly in a diverse intake.

Beyond English and maths, the school publishes a term-by-term physical education curriculum that moves through multi-skills, dance, gymnastics, athletics, and team sports such as football, netball, tag rugby, and hockey across year groups. This kind of published sequence matters because it signals planning and progression rather than sporadic delivery.

As a primary, the key transition is into Year 7 elsewhere. The school does not prominently publish a definitive list of destination secondary schools with counts, and in Brent this is often shaped by a mix of family preference, travel patterns, and secondary admissions criteria.

What Ark Franklin does make clear is that it aims to equip pupils with broader experiences and cultural capital over time, through its Primary Passport approach. The practical implication is that pupils should arrive at secondary school with a track record of structured enrichment and performance or participation experiences, which can help with confidence, oracy, and readiness for a larger setting.

For families comparing local options, FindMySchool’s Local Hub pages can help you view nearby secondary destinations and performance side-by-side, while the Comparison Tool is useful for shortlisting once you have likely travel radii.

Reception entry is coordinated through Brent’s admissions process, rather than direct application to the school. The school states that it offers 90 Reception places each year across three forms of entry.

Demand, based on the supplied admissions dataset, is high. The most recent figures show 340 applications for 90 offers, which is about 3.78 applications per place, and the ratio of first preferences to offers is 1.66. Competition for places is therefore a defining feature of the school’s profile, and families should assume that careful planning around distance and criteria will matter.

The school publishes explicit dates for the September 2026 Reception intake: the application deadline was 15 January 2026, with offers communicated by the local authority on 16 April 2026. For later years, the pattern is typically a mid-January deadline and an April national offer day; families should check the school and local authority pages each autumn for the live cycle.

Open day listings shown for Reception places were in late November and early January at 9:30am, with booking through an online form. Since those dates are now in the past, treat them as a typical seasonal pattern rather than a current schedule.

Nursery admissions operate differently. Applications are submitted directly to the academy and can be made at any point in the year, with children eligible to start from the September following their third birthday. The nursery offers both full-time (30 hours per week) and part-time (15 hours per week) places, with eligibility for funded childcare depending on family circumstances.

The school’s published safeguarding information emphasises clear reporting routes and designated safeguarding leadership. In day-to-day terms, the school day structure, consistent routines, and public celebration of behaviour and effort are doing much of the pastoral heavy lifting, especially in a large setting.

The latest Ofsted inspection was an ungraded (section 8) inspection on 11 and 12 March 2025, and it reported evidence that the school may have improved significantly since the previous inspection; the next inspection is expected to be graded.

For families, the key question is fit: children who respond well to consistency, frequent recognition, and clear expectations are likely to thrive. Children who need a looser structure may still do well, but parents should pay attention to how the routines feel in practice during visits and conversations with staff.

Enrichment is broad and deliberately varied, with the school stating it offers over 30 lunchtime and after-school clubs, changing termly. Examples include Guitar, Choir, Drama, Animation, Cookery, Skateboarding, Football, Tennis, Dance, and arts and crafts.

This matters because it shifts extracurricular from “optional extras” to a genuine extension of the school’s week. The implication for parents is twofold: first, it can support working families if club timetables align with pick-up needs; second, it can provide a low-friction way for pupils to try unfamiliar activities without needing external classes.

Performing arts is also positioned as a connector across the community. The school highlights specialist music lessons and clubs such as drama, ballet and ukulele, plus whole-school performances and community events.

Sport appears to be a significant part of the school identity. The school describes an after-school timetable supported by professional sports coaches, with opportunities for competitive fixtures, and the inspection narrative references pupils representing the school in football, netball and athletics.

The Primary Passport completes the picture by framing enrichment as progression: pupils track experiences across six strands and collect markers for completion. Over time, this can help pupils build confidence through repeated “I can do this” moments, not just in exams but in performances, competitions, and public presentations.

The school day runs on a clearly published gate timetable. Morning drop-off is 8:25am to 8:40am; afternoon collection is 3:20pm to 3:30pm.

Breakfast club runs 8:00am to 8:30am and costs £3 per session. After-school care is available through an on-site provider running from 3:30pm to 6pm.

Lunch arrangements are described as free for children under the Mayor of London’s Universal Free School Meal scheme, with menus cooked fresh on site and a published approach to dietary needs.

For transport, Kensal Rise rail station is nearby and served by London Overground services, which can be helpful for families commuting across north west London.

• Competition for places. With 340 applications for 90 offers in the latest dataset, demand is high, and families should treat admissions planning as a practical project rather than an afterthought.

• A large-school feel. Three-form entry brings scale and opportunity, but it also tends to suit pupils who are comfortable in a bigger setting with structured routines.

• Calendar discipline matters. For September 2026 entry, the deadline was 15 January 2026, with offers on 16 April 2026. If you are targeting later intakes, plan around the usual mid-January and April cycle and verify the live dates each year.

• Nursery timing and routes differ. Nursery is direct-apply and can start at points through the year, while Reception follows local authority coordination. Families using nursery as a pathway should still treat Reception as a separate admissions process.

Ark Franklin Primary Academy’s distinctive combination is scale, structure, and outcomes. The latest published performance indicators are well above England averages, and the school’s approach to enrichment is unusually explicit for a state primary, through its Primary Passport and large clubs programme.

Who it suits: families who want a clearly organised, academically ambitious primary with a defined enrichment entitlement, and pupils who respond well to routines and recognition. The primary challenge is admission, not the educational offer once a place is secured.