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 SafetyThe 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