New ZealandCanterburyCashmereCashmere Primary Te Pae Kererū

Cashmere Primary Te Pae Kererū

StateFull PrimaryCo-Educational
Cashmere, Canterbury · Major urban area
office@cashmereprimary.school.nz 03-3326786
Total Roll460enrolled students
Māori3%of roll
Pacific1.1%of roll
Asian11.7%of roll
Student Body
460
enrolled students
European/Pākehā91.1%
Māori3%
Pacific1.1%
Asian11.7%
GenderCo-Educational
Cashmere Primary Te Pae Kererū

Ethnicity Breakdown

Cashmere Primary Te Pae Kererū's roll is predominantly european/pakeha (91.1%). The next largest group is asian students.

460students
European/Pakeha91.1%
Maori3%
Pacific1.1%
Asian11.7%
European/Pakeha91.1%
Maori3%
Pacific1.1%
Asian11.7%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Cashmere Primary Te Pae Kererū'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
+45.1pp above avg91.1%
National average: 46%
Maori
-22.0pp below avg3%
National average: 25%
Pacific
-8.9pp below avg1.1%
National average: 10%
Asian
-0.3pp below avg11.7%
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/Pakeha41991.1%
Maori143%
Pacific51.1%
Asian5411.7%
MELAA6
Other4
International8
Total Roll460100%
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.