Frankton School

Frankton School

Te Ara Huarau | School Profile Report


This Profile Report was written within 18 months of the Education Review Office and Frankton School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website.


Frankton School is located in the northwest of Hamilton City and provides education for students in Years 1 to 6. School leadership and staffing remain stable. The school curriculum is underpinned by the intent to provide opportunities for students to fill their kete through experiencing the school tikanga, kawa, virtues and learning. The school culture promotes the vision ‘i runga i te mahi tahi, ka whakawhanakeihia te kawenga mauroa ki te ako me to noho hei kirirarau moo te ao – together we will develop a lifelong responsibility for learning and global citizenship’.

Frankton School’s strategic priorities for improving outcomes for learners are:

  • Manaakitanga – to develop citizenship so that students independently make positive choices for their learning and behaviour.

  • Whaanaungatanga – to strengthen relationships with the community so that powerful partnerships support learning and behaviour.

  • Rangatiratanga – to strengthen leadership capabilities so that our people are deliberate in their actions to support individual and school-wide shifts in pedagogy and practice.

  • Kotahitanga – to develop learner agency so that students are self-directed and self-regulating in their school and beyond.

You can find a copy of the school’s strategic and annual plan on Frankton School’s website.

ERO and the school are working together to evaluate how well the recently implemented ‘Foundation Curriculum’ is promoting access to Level 1 of the New Zealand Curriculum for children entering school.

The rationale for selecting this evaluation is:

  • the ‘Foundation Curriculum’ was developed in response to data over time that reflected the changing needs of children entering school at age 5. There is now a need to understand the difference the ‘Foundation Curriculum’ is making for learners entering school and to further adapt the curriculum in response to evidence gathered, through internal evaluation processes

  • the evaluation will provide information to further refine increasingly targeted teaching for the specific needs of children entering the school.

The school expects to see the growth of children’s holistic, social, emotional and physical competencies so that they are able to access learning at Level 1 of the New Zealand Curriculum as quickly as possible.


The school can draw from the following strengths to support its goals:

  • professional relationships focused on adapting practice to meet the learning and wellbeing needs of every child

  • leadership that ensures systems are in place to promote ongoing inquiry and capability building, to best meet the needs of learners

  • a curriculum that is well-resourced and informed by a strategic direction that intends to continuously improve outcomes for all learners.

Where to next?

Moving forward, the school will continue to prioritise:

  • growing educational partnerships through meaningful connections with whanau, hapu and iwi

  • inquiring into, refining and understanding, the impact of innovations in relation to the ‘Foundation Curriculum’

  • growing staff capability and collective capacity to implement practices that are demonstrating increasingly equitable and excellent outcomes for learners.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

31 October 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Frankton School

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of February 2022, the Frankton School Board of Trustees has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Frankton School Board of Trustees.

The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

31 October 2022

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

Frankton School - 05/06/2018

School Context

Frankton School is located in the north-west area of Hamilton city. It provides education for students in Years 1 to 6. The school roll of 677 students includes 49% Māori, 10% Pacific and students from a range of other nationalities.

The school’s vision states ‘together we will develop a lifelong responsibility for learning and global citizenship.’ The school’s moral purpose is to provide an emotionally and physically safe, supportive, intellectually challenging environment, where all learners develop.

The school prioritises the virtues programme which is based around restorative practice and focuses on building healthy relationships. The school identifies four key attitudes which include curiosity, open-mindedness, perseverance and empathy.

The school’s charter has four overarching goals which focus on:

  • developing citizenship to independently make positive choices

  • strengthening relationships with community so that powerful partnerships support learning and behaviour

  • strengthening leadership capabilities to be deliberate in actions to support individual and school-wide shifts in pedagogy and practice

  • developing learner agency to be self directed and self regulating in school and beyond.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics

  • attendance and behaviour.

Since the previous ERO review in 2014, there have been some changes to the teaching team, and a new principal was appointed during 2015.

The school is part of He Waka Eke Noa, North West Hamilton Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Raising overall levels of achievement is an ongoing priority for the school.

The school’s achievement data from 2014 to 2017 shows that approximately half of all students are achieving expected levels in reading and mathematics and less than half in writing.

The school’s entry data shows an increasingly large majority of students entering school each year are below expected levels in literacy.

There is significant disparity for Māori and Pacific students. Less than half of Pacific students achieve at expected levels in reading, writing and mathematics. Recent school data shows improvement in mathematics for this group.

Girls are achieving at significantly higher levels than boys in reading and writing and at similar levels in mathematics.

This pattern of achievement and disparity for all groups has been consistent over the past four years.

School data shows that children with special needs make appropriate progress in relation to their individual goals.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school is yet to accelerate learning for a significant number of Māori, Pacific and other students who need it.

The school can show accelerated progress for some Māori and other at-risk students, and students in Years 1 to 3 in reading.

By the time students reach Year 6, most are achieving at expected levels in reading.

The school has collated school-wide achievement data to show the proportion of students who made expected and accelerated progress from 2016 to 2017. Leaders are yet to analyse this data to show the number of identified at-risk learners who made accelerated progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Leaders provide clear expectations and direction for teaching and learning. They are strongly focused on building teacher capability and provide effective structures to support professional learning and reflection. These practices are leading to consistency and sustainability of practices most likely to raise student achievement, particularly for those working below expectation.

Teachers plan and use deliberate strategies to enhance learning. They work with leaders to identify and monitor children at-risk of not achieving. Targeted class and withdrawal group interventions are responsive to students’ needs. Positive affirming relationships and well-resourced environments are conducive to learning. Deliberate strategies and high expectations have led to improved outcomes for some at-risk learners, particularly in reading.

The school has a highly inclusive culture for learning. Children with additional learning needs are well catered for through a personalised approach to planning and action. There are respectful relationships with families and effective liaison with external support agencies to meet the ongoing needs of the students. Trustees fund programmes to enable equitable opportunities and outcomes.

Cultural identity and values are well embedded in the school’s curriculum. Students can speak confidently about virtues and how they contribute to their safety and sense of wellbeing. The curriculum enriches cultural learning opportunities, especially for Māori and Pacific students. This deliberate focus is strengthening partnerships with parents and whānau, and contributing to improved learning outcomes for the majority of students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

There is need to develop a more strategically aligned approach to accelerating progress for students whose learning is at risk.

Priority should be given to:

  • developing inclusive charter targets that are focused on all students whose learning requires acceleration

  • using school-wide student achievement data to show the rate, extent and trajectory of progress and acceleration over time, for identified groups of at-risk learners

  • inquiring more deeply into what is making a difference for learners and the impact of programmes and interventions

  • ensuring school-wide internal evaluation practices focus on how well the school is accelerating progress for at-risk learners.

The school should continue to implement and embed culturally responsive practices and learner agency in order for greater consistency across all classrooms.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • strong instructional leadership that gives guidance to the school and community

  • teaching and assessment practice that identifies and monitors at-risk learners

  • a positive culture for learning that supports students’ individual needs and development

  • a curriculum that is responsive to students’ wellbeing and cultural diversity.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • strengthening internal evaluation to inform school-wide achievement targets and action plans

  • accelerating learning for at-risk students to achieve equitable outcomes for all groups (including Māori, Pacific and boys)

  • empowering students in learning pathways to accelerate achievement.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

5 June 2018

About the school



Ministry of Education profile number


School type

Contributing (Years 1-6)

School roll


Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori                                    49%
Pākehā                                 29%
Indian                                    4%
Pacific                                   10%
South East Asian                    4%
Other ethnicities                    4 %

Provision of Māori medium education


Review team on site

March 2018

Date of this report

5 June 2018

Most recent ERO report(s)

Education Review February 2014
Education Review July 2009