Malfroy School - 09/02/2015


Malfroy school students are well supported to learn and achieve and to develop a range of knowledge and skills. High priority is placed on providing an inclusive school culture, effective teaching, and on the acceleration of students who are yet to meet National Standards for their year levels.

ERO is likely to carry out the next review in four-to-five years.

1 Context

What are the important features of this school that have an impact on student learning?

Malfroy School serves a diverse multicultural community and is located in suburban Rotorua. The school is characterised by its wide range of educational opportunities, including mainstream, rumaki, bilingual and Montessori classes and two special needs classes attached to Kea Street School. The school also offers after-school care and pre-school transition programmes.

The school has a positive reporting history with ERO. The 2011 ERO report noted that the school provided an inclusive learning environment that fosters life-long learning skills and competencies for students. The school continues to place significant emphasis on promoting values of success, achieving personal best and respect for others. Cornerstone values and a strong focus on students developing a range of personal and interpersonal skills underpin all aspects of school life. Malfroy School has won a ‘school of character’ award for its initiatives that promote positive behaviour, citizenship, school culture and student achievement.

Students and staff benefit from a stable leadership team who provide strong and effective leadership, consistency and continuity for the school. Teachers are hard-working and engaged in school-wide professional learning and development to enhance their classroom teaching. The board of trustees, led by an experienced chairperson, provides effective school governance. A family-oriented environment is promoted through warm, caring and respectful relationships at all levels in the school.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. Teachers’ analyse and use assessment information to plan purposeful reading, writing and mathematics programmes. An ongoing development since the last ERO review is teacher’s deliberate use of assessment data to identify and address the specific learning needs of a target group of students. Teachers are expected to use the outcomes for these students to evaluate their teaching practice. This process is further enhanced through frequent peer observations, collegial and professional dialogue and appraisal discussions. A next step is for teachers to continue to develop school-wide consistency in the use of learning intentions, success criteria and teacher feedback and feed-forward.

The principal and senior leadership team have continued to strengthen the schools effectiveness in improving outcomes for students, particularly for students who are achieving well below their peers. They work with teachers to identify strategies or specific programmes and support for every student who is linked to annual charter targets. The senior leadership team have developed a very good school-wide process for carefully tracking these students' progress. This allows them to quickly respond to each student’s emerging needs and to monitor their progress. Senior leaders present achievement information to the board that generates robust discussion about student needs and resourcing.

To build on these good practices, senior leaders and ERO agree that the use of the school-wide approach to tracking of students who are in the charter target group be further extended to include all priority learners. Senior leaders should also ensure that a strong emphasis is placed on raising the achievement of Pacific students and boys in reading and writing.

Students who are achieving below their peers are clearly identified. Their learning and progress is very closely monitored. The school provides an extensive range of learning support programmes for these students. Achievement data shows that most students make very good progress and catch up to levels of their peers as they progress through the school.

Student achievement information for 2013 shows that the majority of students, including Māori, achieved at or above the National Standards in reading, writing and mathematics. Data in 2013 the rumaki class also shows that the majority of students were achieving at or above Ngā Whanaketanga Rumaki Māori.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The Malfroy School curriculum strongly promotes and supports students’ learning. The curriculum is well designed and closely aligned to the principles and key competencies of The New Zealand Curriculum. Priority is given to literacy, mathematics, health and physical education and information and communication technologies (ICT). A strong focus on students developing a broad range of knowledge, attributes and personal and interpersonal skills continues to be a significant feature of the curriculum.

Students benefit from a well-coordinated and comprehensive approach to the provision of learning and pastoral support. They have extensive opportunities to participate in a wide range of sporting, cultural, academic, gifted and talented education and leadership programmes and activities.

The school has established a strong culture of ongoing improvement of teaching and ERO observed many examples of effective teaching practice. These included:

  • consistent analysis and use of assessment data to diagnose student strengths and needs
  • grouping of students based on identified learning needs and use of an inquiry approach for priority groups of students
  • use of effective and targeted instructional strategies to meet the needs of students
  • positive and affirming interactions among teachers and students
  • high levels of engagement and students positive attitude to learning
  • reinforcement of school values and expectations.

How effectively does the school promote educational success for Māori, as Māori?

Māori students fill prominent school leadership roles in tikanga Māori and kapa haka, performing arts and sport, as well as being student leaders and mentors. Māori students engage well in learning programmes and school activities.

Students in the rumaki classes are well supported and are developing confidence in te reo Māori. A next step for rumaki teachers is to complete the development of its curriculum based on Te Mārautanga of Aotearoa. Consideration should be given to ensuring the unique dialect of Te Arawa is promoted and that the history, knowledge and stories of Ngāti Whakaue continue to be strongly reflected in the curriculum.

The school enjoys the support of many Māori parents who offer a range of skills and expertise. Values of aroha and manaakitanga are evident in the day-to-day life of the school. The school’s inclusive culture and restorative ethos support Māori student engagement. Malfroy School is a place where Māori students belong and can stand tall.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is very well placed to sustain and improve its performance because of the following positive factors:

Governance is very effective. Knowledgeable and dedicated trustees have relevant skill sets and expertise that help them to effectively undertake their governance responsibilities. They are well led by a chairperson who is committed to and works collaboratively to ensure the effective operation of the board. They use evidence well to inform change and support innovation and they have a very good understanding of self review and strategic planning that is supported by strong systems for reporting. They are focused on enhancing educational outcomes for students and establishing priorities for ongoing school improvement.

The principal is reflective and focused on the needs of students. He takes a considered approach, is methodical, well informed, and up-to-date with current research. He leads by example and is setting clear direction for school improvement. He is well supported by an experienced, hardworking and effective senior leadership team. They are making effective use of achievement information to inform decision making at a strategic and individual student level particularly for priority groups of learners.

Teacher professional learning and development is continually promoted within a supportive and reflective staff culture.

There are well-established systems that promote a positive and inclusive school culture. The well-coordinated and comprehensive pastoral care system is a strong feature of the school.

The school sets high expectations for Māori students and has established a culture unpinned by the values of manaakitanga and whanaungatanga. Māori learners are achieving and progressing at rates similar to other students.

Parents, whānau and the wider community provide strong support for school leaders and staff. They are actively encouraged to contribute to decision making and are well informed by newsletters, parent education evenings and whānau hui.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Malfroy school students are well supported to learn and achieve and to develop a range of knowledge and skills. High priority is placed on providing an inclusive school culture, effective teaching, and on the acceleration of students who are yet to meet National Standards for their year levels.

ERO is likely to carry out the next review in four-to-five years.

Dale Bailey

Deputy Chief Review Officer Northern

9 February 2015

About the School



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 50% Girls 50%

Ethnic composition









Special Features

Rumaki, Montessori, attached satellite classes

Review team on site

November 2014

Date of this report

9 February 2015

Most recent ERO report(s)

Education Review

Education Review 

August 2011

August 2008