Frankley School

What ERO wrote in its latest report

This is ERO’s report of 8 May 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Frankley School is a contributing primary school located in New Plymouth providing education for learners in Years 1 to 6. The school has 242 students, with 68% New Zealand European/ Pākehā , 21% identify as Māori , 8% Asian and 3% from other ethnicities.

Tū Kaha, Tū Manaaki and Tū Ako underpins the collective school vision that fosters ‘Courageous Caring Learners’

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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school evaluated how effectively it is achieving its strategic priorities of teaching, learning and curriculum delivery of literacy for achieving equity and excellence for all learners.

The school expected to see agentic learners who are reflective, responsible, courageous, determined and proactive through purposeful and personalised programmes. Whānau, community and experts collaborating with the school to enrich purposeful learning environments that promote learning and wellbeing. In addition, it was expected that theschool community would increasingly understand and live the principles of Te Tiriti o Waitangi.

Findings

Leaders and teachers have responded positively through curriculum design that encourages student agency through contextual learning, enhancing students’ engagement and ownership of their learning. The localised capabilities and Akoranga curriculum underpin authentic, interest-driven, and project-based learning opportunities that deliberately promote student agency. The school upholds the principles of Te Tiriti o Waitangi by ensuring te reo Māori and tikanga Māori are meaningfully integrated into classroom practices, celebrations, and curriculum contexts.

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? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.

How well does the school curriculum respond to all learners needs? Learners engage in a wide range of opportunities, enabling them to develop their knowledge and skills across the depth and breadth of the curriculum. There is a 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 purposefully 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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

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

Achievement in Years 1 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 A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 large majority of learners attend school regularly.

The school is approaching the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well 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 to some extent 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

Learners progress and achieve well in reading, writing and mathematics; most learners in Year 6 achieved curriculum expectations in reading and mathematics at the end of 2025.

Leaders effectively foster and sustain a culture committed to achieving positive outcomes for learners.

Learners see, hear, and are provided with contextual learning that celebrate and encompass mātauranga Māori and fosters engagement in learning.

Leaders and teachers use sound practices to effectively deliver structured literacy; a consistent focus on supporting all learners to gain sound foundational skills in literacy and mathematics is evident.

Teachers know students well. Regular opportunities to plan together, share new learning and collectively discuss the needs of learners supports their collective response which meets the diverse needs of learners.

Staff are highly inclusive, fostering reciprocal relationships with other educational networks and external specialists that meet the needs of learners, parents, and whānau.

The Frankley School Board effectively undertakes their roles and responsibilities; resourcing decisions are aligned to their strategic priorities which benefit outcomes for learners.

Key priorities

Increase regular attendance to meet the Government target of 80%.

Strengthen writing assessment and teaching through research‑informed practice and professional learning.

Establish refined targets in English and mathematics to ensure equitable outcomes for identified groups of learners.

Actions to bring about improvement

Within six months:

leaders refine English and mathematics achievement targets for learners below expectations and use a range of evidence to evaluate impact on different groups of learners

leaders and teachers use current research to strengthen writing assessment and teaching practices and address identified disparities

teachers identify priority learners and align professional growth inquiries to evaluate the impact of their teaching strategies on accelerating progress

Every six months:

leaders review progress, attendance and engagement information for priority learners and make changes where needed to improve outcomes

Annually:

teachers report on the impact of their professional growth inquiries on learner progress in literacy and mathematics

leaders report, through the statement of variance, on the impact of actions taken against the school’s priorities and targets.

Expected outcomes

Regular attendance meets or exceeds the Government target of 80%.

Targeted actions by leaders and teachers improves learner progress and supports equitable outcomes.

Teachers consistently use effective writing assessment and teaching practices that improve outcomes for all learners.

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

8 May 2026

Read this report on ero.govt.nz →