New ZealandWellingtonWaitangiruaNatone Park School

Natone Park School

StateContributingCo-Educational
Waitangirua, Wellington · Large urban area
office@natone.school.nz 04-2358248
Total Roll101enrolled students
Māori71.3%of roll
Pacific40.6%of roll
Asian8.9%of roll
Student Body
101
enrolled students
European/Pākehā12.9%
Māori71.3%
Pacific40.6%
Asian8.9%
GenderCo-Educational
Natone Park School

Ethnicity Breakdown

Natone Park School's roll is predominantly maori (71.3%). The next largest group is pacific students.

101students
European/Pakeha12.9%
Maori71.3%
Pacific40.6%
Asian8.9%
European/Pakeha12.9%
Maori71.3%
Pacific40.6%
Asian8.9%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Natone Park 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
-33.1pp below avg12.9%
National average: 46%
Maori
+46.3pp above avg71.3%
National average: 25%
Pacific
+30.6pp above avg40.6%
National average: 10%
Asian
-3.1pp below avg8.9%
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/Pakeha1312.9%
Maori7271.3%
Pacific4140.6%
Asian98.9%
MELAA4
Other4
Total Roll101100%
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.