Terrace End School

Education institution number:
2466
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
181
Telephone:
Address:

201 Ruahine Street, Terrace End, Palmerston North

View on map

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:

  • to provide all students and staff with opportunities to succeed

  • to effectively form strong learning partnerships with the entire school community

  • for students, staff and whānau to learn in a safe, culturally inclusive environment

  • 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:

  • achievement information shows many students require their progress accelerated in reading, writing and mathematics to meet curriculum expectations.

The school expects to see :

  • students accelerating their progress and experiencing curriculum success in reading, writing and mathematics

  • improved assessment practice that informs specific achievement targets for groups requiring their progress accelerated and supports effective teaching and learning

  • 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.

  • leaders are systematically addressing improvements to their organisational systems, processes and practice aligned to their strategic goals

  • the learning environment is conducive in promoting positive student engagement; respectful relationships between staff, students and their peers are evident

  • 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:

  • 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

  • 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

  • further developing culturally responsive practice and embedding this across the local curriculum

  • 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:

  • strengthening the reflection of te ao Māori in the school to better reflect Te Tiriti o Waitangi and support success as Māori

  • 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
  • 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%
Pākehā 20%
Asian 20%
Pacific 5%
Middle Eastern 5%
Other ethnic groups 1%

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
Education Review November 2011
Education Review November 2008

Terrace End School - 13/04/2015

Findings

Terrace End School makes good use of achievement information to create positive changes to improve learners’ engagement, progress and achievement. The curriculum is very responsive in its promotion and support of many students’ learning. The school is well placed to sustain and improve its performance.

ERO is likely to carry out the next review in three years.

1 Context

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

Terrace End School caters for students in Years 1 to 6. The school’s vision based on ‘TEAM’ (trust, excellence, action and manaakitanga) is evident in all areas of the school and in relationships between students and staff.

There is a strong family atmosphere in the school and good support from the culturally diverse community. Parents and whānau are valued as important partners in their children’s learning.

Regular links with the local early childhood centres help new entrants' transition. Programmes are in place to respond to students’ social, emotional and academic needs.

Students are encouraged to be independent and take on responsibility. Learning in the local community is an important part of the school curriculum.

The board, principal and teachers have an inclusive approach to decisions about learning and resourcing, ensuring students have equitable opportunities to achieve success.

Students access a wide range of opportunities to participate in and enjoy cultural, sporting and arts activities.

The school continues to have a positive reporting history with ERO.

2 Learning

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

The school makes good use of achievement information to create positive changes to learners’ engagement, progress and achievement. Teachers use data to plan and respond to students’ strengths and needs and next steps for learning.

Student progress is well tracked and monitored. Assessment data linked to student targets is regularly reported to the board with good analysis and commentary. Teachers effectively use learning journey books with students to discuss their progress and achievement.

Information reported at the end of 2014 shows that many students achieved at or above against National Standards in writing and mathematics. Māori and Pacific students achieve better than their peers in reading, writing and mathematics. Most are at or above in relation to the Standards.

Parents and whānau receive useful information about their children’s progress and achievement in relation to the National Standards. Reports identify next learning steps and strategies to assist parents to help at home.

School leaders have appropriately identified, for 2015, targets to accelerate achievement in reading and writing. Senior leaders recognise the need to continue to raise student achievement in writing, especially in the senior school.

Classrooms are focused on learning and positive behaviour guidance. There is a settled and purposeful atmosphere. Student engagement is supported by respectful relationships with teachers and other students. There is an emphasis on growing students’ independence as learners and achievers.

Students with additional needs are appropriately catered for in programmes that are responsive to their individual needs. Regular communication with families, whānau and external agencies keeps a focus on their progress.

Significant numbers of English Speakers of other Languages (ESOL) students attend the school. Well planned programmes provide these students with the skills to access The New Zealand Curriculum. Students’ progress is well tracked and reported to the board and parents. Individual student reports show that all make incremental progress overtime. The school uses interpreters to help parents communicate with teachers about their children’s learning.

Senior leaders and staff develop and sustain meaningful partnerships with families and whānau. Opportunities for conversations with parents’ build positive relationships focused on children’s learning.

3 Curriculum

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

The Terrace End School curriculum is very responsive in its promotion and support of many students’ learning. Decisions made in designing the school’s ‘connected’ curriculum and areas of emphasis for learning are carefully considered. Experiences that reflect the bicultural heritage of Aotearoa New Zealand are given importance in the curriculum. School values are woven through learning areas and in real experiences.

Information and communication technologies are meaningfully integrated within school and class programmes to enhance student learning.

Students’ transitions into, across and beyond the school are responsive to students’ and their families and whānau aspirations.

Pacific students’ at Terrace End School are Samoan, Cook Island Māori and Tongan. They experience very good levels of success academically and in sports. Pacific students’ languages, cultures and identities are evident in the classroom curriculum. Their families engage with the school through school activities and learning conversations. This strengthens connections between learning at home and at school.

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

Te reo me ngā tikanga Māori are valued in protocols and learning programmes. Māori students are encouraged and supported to lead tikanga. The school’s whānau group, Ngā Hau e Wha, are beginning to contribute and inform curriculum decisions. The November 2011 ERO report identified this as an area the board were considering. ERO agrees with trustees’ intention to continue developing this relationship in order to further strengthen understanding and knowledge of tikanga Māori.

Links with Rangitane iwi have been established through Whakapai Hauora and a marae visit.

Ka Hikitia - Accelerating Success 2013 - 2017, continues to guide decision making and practices for Māori student success across the school.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance. The charter and strategic plan identify priorities and actions likely to lead to improved and positive outcomes for students, teachers, families and whānau.

The board make well considered decisions that enable success for students, their families and whānau. They are very well informed through data and detailed reports. Trustees use this information to question and make careful decisions about resourcing.

There is an ongoing cycle of useful and informative review that identifies areas for improvement and change. Review shows strong alignment between the charter aims and targets, and practices in the school.

Appraisal is clearly focused on raising student achievement. Teachers think about, and share with colleagues, practices likely to improve students’ engagement and progress. They present their knowledge about strategies used to the board. Trustees question teachers closely about the impact these have on student achievement.

Staff work well together as a cohesive and supportive team. Student assessment data is used to identify professional learning and development needs for teachers and leaders.

The principal leads in a thoughtful and inclusive way. She has a clear vision for the school strongly focused on team work and maximising students’ learning opportunities.

The board and senior leaders have identified priorities for the future through their own self review. ERO's evaluation supports the direction of these intentions.

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.

Conclusion

Terrace End School makes good use of achievement information to create positive changes to improve learners’ engagement, progress and achievement. The curriculum is very responsive in its promotion and support of many students’ learning. The school is well placed to sustain and improve its performance.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

13 April 2015

About the School

Location

Palmerston North

Ministry of Education profile number

2466

School type

Contributing (Years 1 to 6)

School roll

114

Gender composition

Male 51%, Female 49%

Ethnic composition

Māori

Pākehā

Asian

Pacific

Middle Eastern

Other ethnic groups

42%

19%

23%

9%

5%

2%

Review team on site

February 2015

Date of this report

13 April 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2011

November 2008

September 2005