201 Ruahine Street , Terrace End, Palmerston North
View on mapTerrace End School
Terrace End 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.
About the School
Terrace End School is located in Palmerston North. Of the 201 students enrolled, 29% are New Zealand/ European, 36% are Māori students, 18% are Asian, 7% are of Pacific heritage and 10% identify from other ethnicities. School enrolments have increased progressively over time, and an enrolment scheme was implemented in 2025. Rangitāne is acknowledged as mana whenua.
The school’s vision for learners is nurture them to be engaged future ready, lifelong learners, who embrace opportunity and contribute positively to communities. The schools overarching values of ‘TEAM’ seek for learners to demonstrate ‘Trust, Excellence, Actions and Manaakitanga’.
Part A: Parent Summary
Progress since February 2023 ERO report
ERO and the school worked together to evaluate how well improvements in delivery of the school curriculum strengthened learner outcomes and achieved equitable and excellent outcomes for students.
During the course of the evaluation, it was found that most targeted learners made progress in mathematics with some accelerating their progress to meet curriculum expectations. The introduction of new assessments in mathematics and structured literacy increased the scope of information for teachers to plan for student learning and regularly monitor the progress of individuals. Teaching practice is increasingly responsive to the diverse needs of learners. Provision of coaching, mentoring and participation of relevant professional learning and development for staff in literacy and mathematics has strengthened their collective capability, is aligned to agreed expectations for effective practice, and improves outcomes for learners.
How well placed is the school to promote educational success and wellbeing?
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? | Learners benefit from good 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 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 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 reports usefully and accurately 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 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
Reading | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Writing | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Mathematics | A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
Attendance
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 reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has well established processes to meet the needs of high numbers of English Speakers of Other languages (ESOL).
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.
An explanation of the terms used in the Parent Summary can be found here: Reporting | Education Review Office
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
- Learner outcomes in reading, writing and mathematics show improvement over time; disparity for boys in writing has reduced when compared to girls, and writing achievement has increased school wide.
- The school is highly inclusive of learners; staff practices reflect shared values that encourage positive wellbeing for all learners.
- Leadership is strategic and highly inclusive; achieving positive outcomes for all learners is evident in their decision making.
- Structured approaches to literacy are well established in the junior classes and the school is well placed to implement structured literacy and mathematics schoolwide in 2025 to further strengthen outcomes for learners.
- Participation of leaders, teachers and support staff in relevant professional learning and development ensures learners experience an increasingly consistent approach in acquiring new knowledge and develop relevant skills to encourage their purposeful engagement in learning.
- Staff foster reciprocal relationships with other educational networks and external specialists to meet the diverse needs of all learners.
- Trustees govern effectively; they work collaboratively with school leaders responding to resourcing requests which meet the needs of learners and staff.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- develop an attendance target which provides the basis to evaluate the actions undertaken to achieve the Government’s attendance target
- develop achievement targets in reading, writing and mathematics for learners working toward curriculum expectations to strengthen leaders’ monitoring and evaluation into the impact of planned actions to accelerate the progress of learners
- use effective internal models of practice and engage in relevant PLD to build the consistency of teaching practice in the delivery of literacy and mathematics to raise schoolwide achievement
- engage teachers in relevant PLD to strengthen their collective capability in the use of assessment information to effectively differentiate learning matched to the specific needs of learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
- leaders will review attendance information to evaluate and report the impact of their actions on meeting the Government’s target
- leaders will engage teachers in literacy and mathematics PLD to build the consistency and collective capability of staff to effectively meet the diverse needs of all learners
- leaders will monitor and report the progress of their targeted learners in reading, writing and mathematics, evaluating the impact of PLD for teachers on achieving accelerated progress for learners
Annually:
- teachers will use the evidence from their professional growth cycle to evaluate the impact of their practice on accelerating the progress of identified learners working toward curriculum expectations in literacy and mathematics
- leader’s statement of variance will report evaluative outcomes which show the impact of planned actions on accelerating progress, raising attendance and lifting schoolwide achievement in reading, writing and mathematics.
Actions taken against these next steps are expected to result in:
- attendance meets the Government target
- effective teaching in literacy and mathematics lifts achievement toward the Government targets
- assessments are used effectively to differentiate learning matched to the specific needs of all learners.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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 (Acting)
9 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Terrace End School
Te Ara Huarau | School Profile Report
Background
This Profile Report was written within 6 months of the Education Review Office and Terrace End 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. www.ero.govt.nz
Context
Terrace End School caters for students in Years 1 to 6 and is located in Palmerston North. A new principal and presiding trustee were appointed in 2021.
Terrace End School’s strategic priorities for improving outcomes for learners are:
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to provide all students and staff with opportunities to succeed
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to effectively form strong learning partnerships with the entire school community
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for students, staff and whānau to learn in a safe, culturally inclusive environment
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for Terrace End School to further develop their future-focused vision.
You can find a copy of the school’s strategic and annual plan on Terrace End School’s website.
ERO and the school are working together to evaluate: How well improvements in delivery of the school curriculum strengthens learner outcomes and achieves equitable and excellent outcomes for students.
The rationale for selecting this evaluation is:
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achievement information shows many students require their progress accelerated in reading, writing and mathematics to meet curriculum expectations.
The school expects to see :
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students accelerating their progress and experiencing curriculum success in reading, writing and mathematics
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improved assessment practice that informs specific achievement targets for groups requiring their progress accelerated and supports effective teaching and learning
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effective teacher practice that reflects their collective participation in professional learning and development (PLD) and impacts positively on learner outcomes.
Strengths
The school can draw from the following strengths to support it in its goal to build effective systems, processes, and practices to achieve equitable and excellent outcomes for students.
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leaders are systematically addressing improvements to their organisational systems, processes and practice aligned to their strategic goals
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the learning environment is conducive in promoting positive student engagement; respectful relationships between staff, students and their peers are evident
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staff are highly collaborative, participation in relevent PLD, opportunities to share and inquire into their practice, is suitably building their collective capability to deliver improved outcomes for learners.
Where to next?
Moving forward, the school will prioritise:
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collectively reviewing and making relevant improvements to assessment processes and practices that informs relevant targets and builds teaching strategies to meet the specific learning needs of students
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continuing to build the collective capability of staff to effectively use formative teaching and learning strategies that strengthen student progress, achievement and promote learner agency
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further developing culturally responsive practice and embedding this across the local curriculum
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ongoing review and documenting of the Terrace End School curriculum to reflect best practice in teaching, learning, and delivery of the curriculum.
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
2 February 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Terrace End School
Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025
As of May 2022, the Terrace End School Board of Trustees has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact Terrace End 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
2 February 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Terrace End School - 30/05/2018
School Context
Terrace End School is located at the northern end of Palmerston North city. Student enrolments continue to increase. Of the 172 children on the current roll, 49% are Māori and 26% are English language learners, new to New Zealand. A small group are of Pacific heritage.
The school vision is to ‘promote a caring and supportive environment where children are encouraged to learn at a high level, take responsibility and strive for success’. Valued outcomes for learners are that they have a strong sense of belonging and are supported to participate fully in learning opportunities.
Achievement targets relate to strategically lifting achievement through oral language, to set students up for early success in literacy.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
- achievement in reading, writing and mathematics
- achievement and progress of targeted students.
Staffing and leadership is stable. Most trustees were new to the board at the previous election.
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?
The majority of children achieve at curriculum expectations in mathematics and writing. The school recognizes that reading continues to be an area for greatest improvement as just over half of students achieve expectations.
Achievement of Māori children is similar to that of their peers in the school and a good majority are at expected levels for writing. Boys achieve less well than girls in literacy, although their writing results are improving.
1.2 How well is the school accelerating learning for those Māori and other students who need this?
There is evidence of accelerated learning for some Māori and other students who need this.
Teachers and leaders focus on students at risk and provide support for their additional needs. Useful systems and practices help them to identify students for extra support and monitor their engagement and achievement.
A next step is to continue to build processes and systems to more clearly identify, measure and report rates of progress and acceleration of learning.
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?
Teachers regularly discuss approaches used to engage students and improve their learning. Their focus on target students is well monitored. They usefully review and report on successful strategies and outcomes for identified students. Teachers emphasise working with the families of targeted students. Staff work successfully with a wide range of external agencies and organisations to provide responsive support for students and families who require it.
The school is highly engaged in supporting the wellbeing of students and their families through a wide range of initiatives. The established TEAM values of Trust, Excellence, Action and Manaakitanga are promoted to foster students’ positive engagement in school life. The Positive Behaviour for Learning (PB4L) schoolwide framework supports the culture of behaviour and learning in the school. A range of sporting and cultural events foster students’ participation and confidence.
Leaders work collaboratively to positively engage students in school life and to be successful. They review and monitor the engagement and progress of students and strategies that are effective. They provide a wide range of information about school initiatives and student achievement to the board.
School leaders value their staff and support them to develop their strengths. They provide opportunities to build their leadership capacity through appropriate professional learning and development. The appraisal process has been reviewed to better promote teachers’ reflection on practice and support their development as professionals.
Children demonstrate a sense of belonging. They are encouraged to engage positively in classroom programmes and to develop productive relationships. Teachers promote their wellbeing, engagement and participation in learning. Children understand expectations for behaviour and routines. They engage in a range of learning opportunities that build their confidence and participation. Transitions in and out of school are well supported.
2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?
Trustees value and support the school leaders and staff. They are actively involved in school life and work to build understanding of school practices. An important next step is for trustees to continue to develop a shared understanding of the board’s stewardship role to assist them to scrutinise the school’s performance, especially in relation to achievement of equity and excellence.
The school continues to develop stronger partnerships with the culturally diverse school community. It recognises that planned engagement, especially with whānau Māori and the Māori community, will better guide school direction, curriculum development and strategic planning for improvement.
Curriculum development and review is ongoing. A focus on developing the science curriculum through participation in science leadership professional development is evident. Strengthening the curriculum to reflect te ao Māori, especially in the local area and with the community, to define and enact a shared vision for Māori children, is an important next step.
Strengthening internal evaluation should support the school’s focus on raising achievement. This should enable trustees, leaders and teachers to better identify what is working well and which areas require improvement to further promote equity and excellence.
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:
- clear expectations for children’s positive engagement in learning that builds their confidence and participation
- a schoolwide focus on students at risk that supports their wellbeing and engagement in learning
- leadership that recognises and develops the strengths of staff and contributes to a collaborative environment.
Next steps
For sustained improvement and future learner success, priorities for further development are in:
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strengthening the reflection of te ao Māori in the school to better reflect Te Tiriti o Waitangi and support success as Māori
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enriching partnerships with families and whānau Māori to guide curriculum, strategic development and improvement
- a shared understanding their stewardship role by trustees to assist the board to scrutinise the performance of the school
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internal evaluation processes and practices to better focus on equity and school priorities for improvement.
[At the school’s request, ERO will an internal evaluation workshop for trustees and senior leaders]
ERO’s next external evaluation process and timing
ERO is likely to carry out the next external evaluation in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 May 2018
About the school
Location |
Palmerston North |
Ministry of Education profile number |
2466 |
School type |
Contributing (Years 1 to 6) |
School roll |
172 |
Gender composition |
Male 54%, Female 46% |
Ethnic composition |
Māori 49% |
Provision of Māori medium education |
No |
Review team on site |
April 2018 |
Date of this report |
30 May 2018 |
Most recent ERO report(s) |
Education Review April 2015 |