West End School (P North)
Contributing · State
- Year levels
- 1–6
- Total roll
- 342
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 196 College Street, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3582465
- office@westend.school.nz
- Website
- http://www.westend.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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
- Our school vision Mahi Tahi, Whakaaro Tahi, Akoako Tahi, Working Together, Thinking Together, Learning Together empowers our children to be confident, connected and actively involved in their learning.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Rippa Rugby
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Basketball
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Hockey
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Netball
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Tennis
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Football
Outside the classroom, we offer a wide range of team sports including Rippa Rugby, Basketball, Hockey, Netball, Tennis, and Football.
- Ricoh Sports Tournament
We are proud participants in the Ricoh Sports Tournament
- school swimming sports event
This dedicated programme culminates in our exciting school swimming sports event held at the pool in Term 1
- choir
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- dance
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- ukulele
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- percussion
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- music making
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- Kapa Haka
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- drama groups
We also celebrated our talents at an Arts Performance Showcase, featuring our dynamic choir, dance, ukulele, percussion, music making, Kapa Haka, and drama groups.
- music lessons provided by EPIC Music
children can extend their musical passion by participating in a range of music lessons provided by EPIC Music, learning instruments like the drums, keyboard, and guitar.
- Rippa Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 217
- Māori
- 111
- Pacific
- 31
- Asian
- 70
- MELAA
- 17
- Other
- 0
- 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 | 21 | 6 | 7 | 0 | 0 | 25 | 0 | 45 |
| Year 02 | 15 | 2 | 11 | 1 | 0 | 40 | 0 | 54 |
| Year 03 | 20 | 2 | 11 | 0 | 0 | 36 | 0 | 59 |
| Year 04 | 19 | 5 | 17 | 3 | 0 | 40 | 0 | 66 |
| Year 05 | 18 | 8 | 11 | 3 | 0 | 37 | 0 | 59 |
| Year 06 | 18 | 5 | 12 | 2 | 0 | 30 | 0 | 58 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 111 | 28 | 69 | 9 | 0 | 209 | 0 | 342 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 5 | 6 | 0 | 0 | 24 | 0 | 41 |
| Age 06 | 17 | 3 | 12 | 1 | 0 | 40 | 0 | 56 |
| Age 07 | 21 | 2 | 11 | 0 | 0 | 32 | 0 | 56 |
| Age 08 | 20 | 5 | 17 | 3 | 0 | 43 | 0 | 69 |
| Age 09 | 16 | 6 | 10 | 3 | 0 | 35 | 0 | 55 |
| Age 10 | 19 | 7 | 13 | 2 | 0 | 32 | 0 | 61 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Total | 111 | 28 | 69 | 9 | 0 | 209 | 0 | 342 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
41.5%
| West End School (P North) | 41.5% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 80.6% |
| Māori | 117.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 70.5% |
| Total | 41.5% |
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%
| West End School (P North) | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Contributing | 3.5% |
| 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%
| West End School (P North) | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Contributing | 1.5% |
| 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)
- 458
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 30 June 1913
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
- 4 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 December 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 board assurance report of 4 December 2024 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 342 — 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.
November 2018
377
Counted while ERO’s review team was at the school. Education Review Office, report of 28 January 2019
March 2014
324
Counted while ERO’s review team was at the school. Education Review Office, report of 29 April 2014
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 4 December 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
West End School is a multicultural primary school in Palmerston North. A new principal began in February 2024 with additional changes in the senior leadership and middle leadership teams since then. The school vision of Mahi Tahi, Whakaaro, Akoako Tahi, Working Together, Thinking Together, Learning Together drives school improvement. A specialised class provides support for learners with high and complex needs. Two bilingual te reo Māori classes have been in operation since 2022.
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
The school is working towards equitable and excellent outcomes for all learners.
Most students achieve at or above expected curriculum levels in reading and mathematics and a large majority achieve at or above expected curriculum levels in writing.
The school has a plan to address the disparity for Māori boys in reading, writing and mathematics.
Students with additional needs have an inclusive, supportive learning environment in which they achieve personal success.
Regular attendance is lower than the Ministry of Education 2024 attendance target; the school is working with parents and whānau and other agencies to support the regular attendance of students.
Conditions to support learner success
Leadership is establishing a culture for a high-quality teaching to progress student outcomes.
Leadership is developing clear, shared expectations for teaching and learning to improve student achievement.
A clear focus on wellbeing for learning, supported by programmes that promote a positive school culture, supports student engagement in learning.
A coaching model is increasingly used to support teachers extend their teaching practices.
Teaching is increasingly intentional and responsive to the needs of all learners.
School values underpin learning programmes; students can talk confidently about what they mean in different contexts.
Students benefit from an appropriate range of effective teaching practices; a suitable range of assessment tools support the gathering of data to track and monitor student progress and achievement.
Data on the progress and achievement of groups of learners, year and gender group cohorts, Māori, Pacific and other ethnic groups, as well as identified priority learners is gathered, it is not yet well analysed to know the impact of teaching and learning for these groups of students.
Organisation conditions, policies, systems, processes and practices are strengthening to drive strategic improvement.
Enhanced relational trust and communication across school staff supports increased levels of collaboration and improvement across many areas of the school.
Trustees, leaders and teachers are increasingly giving effect to Te Tiriti o Waitangi through partnerships with Māori and increasingly integrate quality te reo Māori, tikanga Māori and mātauranga Māori throughout the curriculum: reviewing the impact of te ao Māori initiatives is a next step.
The board actively represents and serves the school in its stewardship role with diversity, sustainability and succession being key priorities.
Part B: Where to next?
The agreed next steps for the school are to:
expand teacher capability and practice for consistent high-quality, evidence informed practices, including assessment to improve outcomes for students; with an additional focus on reducing disparity in the achievement of Māori boys
continue to develop and extend the integration of te reo Māori, te ao Māori, tikanga Māori and mātauranga Māori into programmes of learning
continue to develop the bilingual classrooms to reflect the needs and aspirations of the school community
develop strategic targets and goals that measure and define what success looks like in terms of improved attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
inquire into the underachievement of Māori boys and develop an implementation plan to address this
review current assessment and moderation practice; develop assessment practices to support a responsive approach teaching and learning to accelerate achievement, including feedback to students
Every six months:
continue to analyse learners’ attendance, progress and achievement information to inform the next steps and respond with targeted interventions for identified groups of students
review the impact of te ao Māori initiatives on student engagement and progress
Annually:
review and report on the impact of teaching and learning programmes on students’ progress and achievement to know what has been successful and what needs further improvement
use the analysis of achievement and progress data, and other evidence, to know and report on the impact of professional learning in curriculum and assessment for teachers on outcomes for students
ensure robust strategic planning and annual goals, aligned with identified priorities, continue to promote positive outcomes in all areas for all learners.
Actions taken against these next steps are expected to result in:
raised and sustained achievement for Māori boys in reading, writing and mathematics
improved and sustained student attendance.
strengthened use of data to inform decision making, collaborative planning and teaching practices
consistent use of responsive teaching practices, including te ao Māori , to meet the varied needs of learners.
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
4 December 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).