Frankton School
Contributing · State
- Year levels
- 1–6
- Total roll
- 709
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Massey Street, Dinsdale, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8476726
- admin@franktonschool.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
It is compulsory for all students to wear our Frankton School Uniform.
- Required
- Where to buy the uniform
- How to enrol
- http://www.franktonschool.ac.nz/files/abbaf58f56a891ff/file_attachments/21/In_Zone_Enrolment_Forms.pdf
If you are in zone complete the [In-Zone enrolment pack](http://www.franktonschool.ac.nz/files/abbaf58f56a891ff/file_attachments/21/In_Zone_Enrolment_Forms.pdf).
- http://www.franktonschool.ac.nz/files/abbaf58f56a891ff/file_attachments/21/In_Zone_Enrolment_Forms.pdf
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 192
- Māori
- 334
- Pacific
- 94
- Asian
- 148
- MELAA
- 25
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 59 | 18 | 17 | 6 | 0 | 29 | 0 | 112 |
| Year 02 | 55 | 18 | 38 | 8 | 0 | 33 | 0 | 137 |
| Year 03 | 61 | 15 | 20 | 5 | 0 | 23 | 0 | 113 |
| Year 04 | 69 | 20 | 20 | 2 | 0 | 25 | 0 | 120 |
| Year 05 | 43 | 20 | 23 | 5 | 0 | 32 | 0 | 102 |
| Year 06 | 71 | 20 | 18 | 7 | 0 | 27 | 0 | 127 |
| Year 07 | 10 | 1 | 2 | 1 | 0 | 7 | 0 | 20 |
| Total | 368 | 112 | 138 | 34 | 0 | 176 | 0 | 731 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 53 | 17 | 16 | 6 | 0 | 26 | 0 | 103 |
| Age 06 | 58 | 17 | 37 | 8 | 0 | 36 | 0 | 140 |
| Age 07 | 61 | 16 | 20 | 5 | 0 | 22 | 0 | 112 |
| Age 08 | 69 | 21 | 22 | 2 | 0 | 26 | 0 | 124 |
| Age 09 | 41 | 14 | 21 | 5 | 0 | 30 | 0 | 96 |
| Age 10 | 72 | 25 | 20 | 7 | 0 | 28 | 0 | 131 |
| Age 11 | 14 | 2 | 2 | 1 | 0 | 8 | 0 | 25 |
| Total | 368 | 112 | 138 | 34 | 0 | 176 | 0 | 731 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
70%
| Frankton School | 70% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 44.5% |
|---|---|
| Male | 95.2% |
| Māori | 120.4% |
| Pacific | 24.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 44.3% |
| Total | 70% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Frankton School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Frankton School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 496
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1911
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 7 May 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (31 October 2022)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 31 October 2022 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What this report states about the school
As stated in ERO’s report of 7 May 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 6
provides education for students in Years 0 to 6
- Years 0 to 6
What ERO wrote in its latest report
This is ERO’s report of 7 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
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 Safety The 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
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).