The Terrace School (Alexandra)
Full Primary · State
- Year levels
- 1–8
- Total roll
- 283
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Marslin Street, Alexandra
- Territorial authority
- Central Otago District
- Phone
- 03-4488124
- office@theterrace.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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.
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.
- Uniform
- Required
Uniform is compulsory for all children and all children new to the school wear the uniform on starting school.
- Required
- Getting there
- School bus service; the operator is Go Bus
Students who are not entitled to use the bus must make arrangements with our operator, Go Bus, if they wish to use the school bus service.
- School bus service; the operator is Go Bus
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3844
Alternatively, click on this link [enrolments.linc-ed.com/apply/NZ/3844](https://enrolments.linc-ed.com/apply/NZ/3844) to begin your enrolment application online
- https://enrolments.linc-ed.com/apply/NZ/3844
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
- Recently we have been developing our processes and systems around our school values of:
- Respect and
- Acceptance
- Integrity
- Success
- Engagement
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 226
- Māori
- 62
- Pacific
- 9
- Asian
- 12
- MELAA
- 13
- 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 | 4 | 0 | 2 | 1 | 0 | 19 | 0 | 23 |
| Year 02 | 12 | 2 | 5 | 0 | 0 | 30 | 0 | 38 |
| Year 03 | 11 | 2 | 0 | 1 | 0 | 24 | 0 | 29 |
| Year 04 | 10 | 1 | 3 | 2 | 0 | 31 | 0 | 37 |
| Year 05 | 4 | 1 | 1 | 1 | 0 | 30 | 0 | 33 |
| Year 06 | 6 | 2 | 1 | 2 | 0 | 27 | 0 | 29 |
| Year 07 | 8 | 2 | 2 | 0 | 0 | 47 | 0 | 51 |
| Year 08 | 4 | 1 | 2 | 1 | 0 | 34 | 0 | 37 |
| Total | 59 | 11 | 16 | 8 | 0 | 242 | 0 | 277 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 0 | 2 | 1 | 0 | 18 | 0 | 22 |
| Age 06 | 12 | 1 | 5 | 0 | 0 | 30 | 0 | 37 |
| Age 07 | 10 | 3 | 0 | 1 | 0 | 24 | 0 | 30 |
| Age 08 | 11 | 1 | 3 | 2 | 0 | 31 | 0 | 37 |
| Age 09 | 4 | 1 | 1 | 1 | 0 | 31 | 0 | 34 |
| Age 10 | 5 | 2 | 1 | 2 | 0 | 26 | 0 | 28 |
| Age 11 | 8 | 2 | 1 | 0 | 0 | 42 | 0 | 44 |
| Age 12 | 3 | 1 | 3 | 1 | 0 | 33 | 0 | 37 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 59 | 11 | 16 | 8 | 0 | 242 | 0 | 277 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.7%
| The Terrace School (Alexandra) | 9.7% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 17% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.9% |
| Total | 9.7% |
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%
| The Terrace School (Alexandra) | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| The Terrace School (Alexandra) | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 445
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 23 May 1965
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
- 10 March 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 March 2023)
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 board assurance report of 10 March 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 283 — 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.
April 2016
370
Counted while ERO’s review team was at the school. Education Review Office, report of 15 June 2016
November 2012
392
Counted while ERO’s review team was at the school. Education Review Office, report of 28 February 2013
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 10 March 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 24 months of the Education Review Office and The Terrace School Alexandra 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
The Terrace School Alexandra is located in Alexandra, Central Otago. The school provides education for students in years 1 – 8. Their mission states: We R.A.I.S.E . caring connected learners, who enrich their place.
The Terrace School’s strategic priorities for improving outcomes for learners are:
confident learners, who build and maintain positive relationships in their place/ turangawaewae
learners/ ākonga engaging in a rich local curriculum, driven by effective assessment
learners/ ākonga are successful in practising learning behaviours that support their progress.
You can find a copy of the school’s strategic and annual plan on The Terrace School Alexandra’s website.
ERO and the school are working together to evaluate how well assessment information is being used to inform teaching and accelerate progress rates in literacy and mathematics for all learners.
The rationale for selecting this evaluation is:
the school has identified an aspiration to grow the collective capacity of all staff to make effective use of assessment information across the curriculum
school leaders and teachers are exploring what makes the most difference to improving outcomes for learners in literacy and mathematics.
The school expects to see improved assessment practices and high-quality analysis accelerating learners’ progress rates in literacy and mathematics.
Strengths
The school can draw from the following strengths to support its goal to evaluate how well assessment information is being used to inform teaching and accelerate progress rates in literacy and mathematics for all learners.
school leaders have high expectations for teaching and learning and a strong focus on continuous improvement
a coherent plan for professional learning to strengthen teachers’ use of assessment information
a dedicated assessment team of teachers to lead change and deliver professional learning internally.
Where to next?
Moving forward, the school will prioritise:
growing the collective capacity of teaching staff to make sense of their assessment information and use it to accelerate progress rates in literacy and mathematics
embedding schoolwide assessment and reporting systems to ensure consistent practice across the school that supports an emphasis on learner progress as well as achievement.
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.
Kathy Lye Acting Director Review and Improvement (Southern) Southern Region | Te Tai Tini
10 March 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
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).