New ZealandWaikatoMatamataMatamata College

Matamata College

StateSecondary (Year 9-15)Co-Educational
Matamata, Waikato · Small urban area
tfo@matcol.nz 07-8819018
Total Roll855enrolled students
Māori27.8%of roll
Pacific5.8%of roll
Asian11.2%of roll
Student Body
855
enrolled students
European/Pākehā78.5%
Māori27.8%
Pacific5.8%
Asian11.2%
GenderCo-Educational
Matamata College

Ethnicity Breakdown

Matamata College's roll is predominantly european/pakeha (78.5%). The next largest group is maori students.

855students
European/Pakeha78.5%
Maori27.8%
Pacific5.8%
Asian11.2%
European/Pakeha78.5%
Maori27.8%
Pacific5.8%
Asian11.2%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Matamata College'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
+32.5pp above avg78.5%
National average: 46%
Maori
+2.8pp above avg27.8%
National average: 25%
Pacific
-4.2pp below avg5.8%
National average: 10%
Asian
-0.8pp below avg11.2%
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/Pakeha67178.5%
Maori23827.8%
Pacific505.8%
Asian9611.2%
MELAA11
Other16
Total Roll855100%
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.