Frankton School

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the School

Frankton School provides education for students in Years 0 to 6. The school roll includes 48% of students who identify as Māori, 19% New Zealand European/Pākehā, 12% of Pacific heritage, 18% Asian and a small number of students from other ethnic backgrounds. 

The school’s vision is I runga i te mahi tahi, ka whakawhanakehia te kawenga mauroa ki te ako me te noho hei kirirarau moo te ao. Together we will develop a lifelong responsibility for learning and global citizenship. 

The school’s virtue programme is based on: Respect myself and others, Help keep myself and others safe, Allow myself and others to learn.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the October 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected to see strengthened partnerships with whānau, hapū and iwi for meaningful and sustained engagement, the consistent implementation of a Foundation Curriculum to improve learner readiness and progress. The school focused on strengthening staff capability and collective practice for equitable and excellent learner outcomes.

Findings 

The school effectively strengthened partnerships with whānau, through a well-designed strategic planning and relationship-centred practice. The school creates conditions for sustained and reciprocal partnerships that positively influence learner wellbeing, engagement and connection to the school community.

Recent changes in learner readiness suggest that new innovations are starting to show positive impacts. The school is working to further clarify curriculum expectations and strengthen consistency of practice in relation to these, to sustain improvements and increase equitable outcomes. 

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding?The school is working towards high levels of success and progress for all learners.What is the quality of teaching and learning?The school is improving teaching and learning.How well does the school curriculum respond to all learners needs?

Learners have sufficient opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school successfully promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress.

The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 6

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 64%

65 to 79%

80 to 90%

Over 90%

Reading

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Writing

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Mathematics

Less than half of learners meet or exceed the expected curriculum level.

Results are not yet equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The small majority of students attend school regularly.
• The school is behind the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is not yet improving towards or beyond the target.
• Chronic absence is not yet reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.

• The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of strength

• Students learn in an inclusive and supportive school culture. Staff create welcoming, respectful environments and are culturally aware. Learners participate with confidence.
• Learners’ needs are at the centre of teachers’ decisions. Staff work collaboratively to support and respond to learners and foster their engagement and wellbeing especially for those learners with additional learning needs.
• Leadership is strengthening a positive, value-driven environment, shaping expectations for behaviour and learning that supports respectful relationships across the school. 
• School kawa and tikanga are actively upheld by staff and learners, strengthening cultural identity and fostering a strong sense of belonging. This shared commitment, grounded in manaakitanga, develops a sense of identity, connection and collective wellbeing.
• Leaders actively strengthen internal capability through targeted professional learning, resulting in sustained improvements in staff practice. 

Key priorities

• Improve students’ progress and achievement and equity in outcomes.
• Develop a shared understanding and plan for the implementation of The New Zealand Curriculum and assessment practice.
• Benchmark and moderate overall teacher judgements in reading, writing and mathematics.
• Improve rates of regular attendance and reduce chronic attendance. 

Actions to bring about improvement 

Within six months:

• leaders and staff work together to develop clear expectations to support teachers in making consistent overall teacher judgements, referencing standardised assessment tools for reading, writing and mathematics
• staff use data more sharply to identify what is needed to accelerate progress and lift achievement
• leaders monitor attendance patterns, making ongoing adjustments to the attendance plan to strengthen responses for improved rates of attendance 

Every six months:

• leaders and teachers analyse externally referenced, well moderated data and respond; report progress and achievement, and actions in response to the data, to the School Board 
• leaders and teachers monitor regular attendance, adjust the attendance plan as necessary and report trends and patterns to the School Board and community 

Annually:

• leaders report well founded, analysed information on student progress, achievement and equity of outcomes to inform school improvement decision making
• leaders and the School Board review and evaluate the impact of the attendance plan on regular and chronic attendance to inform its strategic response. 

Expected outcomes

• Improved and equitable achievement outcomes for all students. 
• High quality student progress and achievement information to inform improvement priorities. 
• Increased regular attendance.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board assurance with regulatory and legislative requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board administration

Yes

Curriculum

Yes

Management of health, safety and welfare

Yes

Personnel management

Yes

The next public report on ERO’s website will be a School Report and is due within four years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children

Sharon Kelly
Director of Schools

7 May 2026