New ZealandAucklandEpsomAuckland Grammar School

Auckland Grammar School

StateSecondary (Year 9-15)Boys School
Epsom, Auckland · Major urban area
admin@ags.school.nz 09-6235400
Total Roll2,780enrolled students
Māori6.5%of roll
Pacific6.9%of roll
Asian58.6%of roll
Student Body
2,780
enrolled students
European/Pākehā37.3%
Māori6.5%
Pacific6.9%
Asian58.6%
GenderBoys School
Auckland Grammar School

Ethnicity Breakdown

Auckland Grammar School's roll is predominantly asian (58.6%). The next largest group is european/pakeha students.

2,780students
European/Pakeha37.3%
Maori6.5%
Pacific6.9%
Asian58.6%
European/Pakeha37.3%
Maori6.5%
Pacific6.9%
Asian58.6%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Auckland Grammar School's ethnicity breakdown compared to the national average across all New Zealand schools. The white reference line marks the national average for each group.

European/Pakeha
-8.7pp below avg37.3%
National average: 46%
Maori
-18.5pp below avg6.5%
National average: 25%
Pacific
-3.1pp below avg6.9%
National average: 10%
Asian
+46.6pp above avg58.6%
National average: 12%
Source: Ministry of Education (2026). National averages are approximate.

Ethnicity Roll Numbers

Absolute student numbers by ethnicity, as reported by the Ministry of Education. Students can identify with more than one ethnic group, so totals may exceed the total school roll.

Ethnic GroupStudents% of Roll
European/Pakeha1,03837.3%
Maori1806.5%
Pacific1916.9%
Asian1,62958.6%
MELAA80
Other25
International136
Total Roll2,780100%
Source: Ministry of Education (2026).

Understanding Ethnicity Data

Self-identified ethnicity

Ethnicity in New Zealand school data is self-identified by students and families at enrolment. A student may identify with multiple ethnic groups, which means ethnicity percentages may sum to more than 100%.

Maori students and cultural context

New Zealand schools have a unique responsibility under Te Tiriti o Waitangi. The proportion of Maori students can reflect a school's engagement with te reo Maori, tikanga, and culturally responsive practices.

Diversity is not a quality measure

A school's ethnic composition reflects its community, not its quality. Schools with high concentrations of any group serve their students well when they respond to their community's cultural, linguistic, and educational needs.

MELAA and Other categories

MELAA stands for Middle Eastern, Latin American, and African. The 'Other' category includes students who identify with ethnicities not covered by the main groups, as well as those who did not state an ethnicity.