13 January 2009
These are the findings of the Education Review Office’s latest report onTerrace End School.
Terrace End School, situated in Palmerston North, caters for students in Years 1 to 6.
Students learn in a caring environment responsive to their needs. They feel well supported by their teachers and confidently seek help when necessary. A new principal, appointed in July 2008, effectively leads staff in a collaborative manner to improve outcomes for students. Students undertake a variety of leadership roles. Tuakana teina relationships are encouraged through buddy support, peer mediation and social activities. Students’ diverse cultural backgrounds are valued and celebrated as an integral part of school programmes.
Friendly, respectful relationships exist between students and with their teachers. Most students are successfully engaged and enthusiastic learners who work independently and cooperatively with their peers. When necessary, teachers positively and quietly draw individual students back into the learning activity. Students understand the expectations for learning and behaviour. Trustees actively welcome parents and whānau and encourage participation in their children’s learning.
Models of highly effective teaching in writing exist within the school. In classes where teachers use a range of purposeful strategies, matched to students’ interest and need, students are motivated and improve their achievement in writing. Models of high-quality work provide examples to promote students’ independent learning. Resources reflect students’ interests and cultural backgrounds. Success in writing is regularly shared with parents and the school community. Students see themselves as developing writers.
Students in their first year at school experience a targeted programme, which provides a solid foundation for future success. In all classes, individual student achievement is closely monitored. A wide range of targeted interventions, including school-based and external supports, are in place to assist student with complex needs.
Data summarised in October 2008 shows approximately 64 percent of students achieving at or above expectations for their age in reading. Māori students achieve at levels comparable with their peers. Numeracy data, collected in December 2008, shows that most students are working at expected levels.
The board, principal and ERO have identified the need for further professional development in the teaching of writing to continue to raise student achievement.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Graham Randell
Area Manager
for Chief Review Officer
