New ZealandAucklandTakaniniKauri Flats School

Kauri Flats School

StateFull PrimaryCo-Educational
Takanini, Auckland · Major urban area
admin@kauriflats.school.nz 09-222 4780
Total Roll626enrolled students
Māori11.3%of roll
Pacific16.6%of roll
Asian75.4%of roll
Student Body
626
enrolled students
European/Pākehā7.7%
Māori11.3%
Pacific16.6%
Asian75.4%
GenderCo-Educational
Kauri Flats School

Ethnicity Breakdown

Kauri Flats School's roll is predominantly asian (75.4%). The next largest group is pacific students.

626students
European/Pakeha7.7%
Maori11.3%
Pacific16.6%
Asian75.4%
European/Pakeha7.7%
Maori11.3%
Pacific16.6%
Asian75.4%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Kauri Flats 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
-38.3pp below avg7.7%
National average: 46%
Maori
-13.7pp below avg11.3%
National average: 25%
Pacific
+6.6pp above avg16.6%
National average: 10%
Asian
+63.4pp above avg75.4%
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/Pakeha487.7%
Maori7111.3%
Pacific10416.6%
Asian47275.4%
MELAA10
Other2
Total Roll626100%
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.