Clifton Terrace Model School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 78
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Clifton Terrace, Kelburn, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4727519
- staff@ctms.school.nz
- Website
- http://www.ctms.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- To inspire in each pupil a thirst for learning, drawing on the rich opportunities available to a small inner-city school.
- Ki te whakatenatena i te tamaiti te hiringa mō te mātauranga, mā ngā mea tino angitu i tēnei kura pakupaku kei roto i te tāone nui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 42
- Māori
- 2
- Pacific
- 6
- Asian
- 32
- MELAA
- 6
- Other
- 2
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 0 | 0 | 3 | 1 | 0 | 4 | 0 | 7 |
| Year 02 | 1 | 0 | 5 | 1 | 0 | 2 | 0 | 9 |
| Year 03 | 1 | 0 | 4 | 0 | 0 | 2 | 0 | 7 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 0 | 0 | 4 | 1 | 0 | 5 | 0 | 9 |
| Year 06 | 1 | 1 | 1 | 1 | 0 | 3 | 0 | 5 |
| Year 07 | 2 | 1 | 4 | 0 | 0 | 10 | 0 | 13 |
| Year 08 | 1 | 0 | 5 | 0 | 0 | 6 | 0 | 10 |
| Total | 6 | 2 | 27 | 4 | 0 | 34 | 0 | 63 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 3 | 0 | 0 | 3 | 0 | 6 |
| Age 06 | 0 | 0 | 4 | 2 | 0 | 3 | 0 | 8 |
| Age 07 | 2 | 0 | 4 | 0 | 0 | 1 | 0 | 7 |
| Age 08 | 0 | 0 | 2 | 0 | 0 | 3 | 0 | 5 |
| Age 09 | 0 | 0 | 4 | 1 | 0 | 5 | 0 | 9 |
| Age 10 | 1 | 1 | 2 | 1 | 0 | 4 | 0 | 7 |
| Age 11 | 1 | 1 | 3 | 0 | 0 | 8 | 0 | 10 |
| Age 12 | 2 | 0 | 5 | 0 | 0 | 7 | 0 | 11 |
| Total | 6 | 2 | 27 | 4 | 0 | 34 | 0 | 63 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Clifton Terrace Model School | 0% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Clifton Terrace Model School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Clifton Terrace Model School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 372
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 19 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 September 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 19 September 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following area of non-compliance during the board assurance process:
records of the safety checking of workforce must be kept [Children’s Act 2014]
The board has since addressed the area of non-compliance identified.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 78 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
March 2019
68
Counted while ERO’s review team was at the school. Education Review Office, report of 6 May 2019
February 2015
67
Counted while ERO’s review team was at the school. Education Review Office, report of 2 April 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Clifton Terrace Model School, located in central Wellington, provides education for students in Years 1 to 8. As a ‘Model’ school, it hosts a number of student teachers, supporting their initial teacher education. The school’s mission is ‘to inspire in each child a thirst for learning, drawing on the rich opportunities available to a small inner-city school’. There has been a significant increase in the number of English Language Learners enrolled in the school.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners make sustained progress and achievement throughout their schooling.
Most learners achieve at or above the appropriate curriculum level for reading, writing and mathematics.
Most students make accelerated progress over time in one or more of the above learning areas.
Regular attendance is lower than the Ministry of Education 2024 target; the school is working with parents and whānau to support the regular attendance of students.
Conditions to support learner success
Strategic and effective leadership sets positive conditions to improve learner outcomes.
Leaders have created a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
Leadership sets clear improvement goals and targets, working alongside teachers to monitor the acceleration of learners’ progress.
Leadership facilitates meaningful professional development opportunities to ensure high quality teaching is taking place.
Explicit teaching within the broad local curriculum ensures students’ learning is relevant and engaging.
The progress and achievement of groups of students at risk is known and responded to; the board provides additional resourcing to support these learners.
A wide range of appropriate assessment tools are used effectively to inform targeted teaching to accelerate the progress of students, and respond to individual needs.
Programmes to support students with additional needs promote their wellbeing and learning; external agencies are involved when appropriate.
Well-developed school conditions promote learners’ wellbeing and engagement in learning.
Parents and whānau are respected for what they bring to their child’s learning; diversity is valued and celebrated.
The board appropriately aligns resourcing to support student-focused goals and strategies; it acts on evidence and input from the school community to make improvements for learners.
Waiata and karakia are woven into the start of each day; the increased use of te reo Māori and tikanga Māori is being strengthened to reflect Te Tiriti o Waitangi and to support Māori learners to achieve successful outcomes.
Part B: Where to next?
The agreed next steps for the school are:
strengthening the use of te reo Māori and tikanga Māori , ensuring it is woven through all aspects of the school curriculum
continuing to work with parents and whānau of new English Language Learners to ensure appropriate supports are put in place
continuing to monitor the progress and achievement of English Language Learners to know the impact of initiatives on student wellbeing and learning, to inform further strategic direction and resourcing
continuing to closely track and monitor attendance, to identify those not attending regularly and work alongside those families to increase attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
finalise and implement te reo Māori learning progressions plan, ‘ He ara mātauranga mō te reo Māori ’, with clear indicators for success.
Every six months:
analyse achievement information to know the impact of strategic initiatives and professional development on students, to inform next steps for learning, engagement, and attendance.
Annually:
review and report the impact of teaching and learning programmes on achievement outcomes, to know what has been successful and what needs further improvement, to inform ongoing strategic direction
evaluate the effectiveness of ‘ He ara mātauranga mō te reo Māori ’ on increasing the use of te reo Māori by students
continue to gather and respond to whānau voice to develop the strategic direction and annual goals for the school
continue to work with families to promote the regular attendance of students.
Actions taken against these next steps are expected to result in:
increasing attendance, wellbeing, engagement, and achievement outcomes for all learners, especially English Language Learners.
a strengthened commitment to Te Tiriti o Waitangi and embedded te reo Māori and tikanga Māori practices throughout the school.
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
Shelley Booysen Director of Schools
19 September 2024
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
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).