New ZealandAucklandOtehaOteha Valley School

Oteha Valley School

StateContributingCo-Educational
Oteha, Auckland · Major urban area
enquiries@oteha.school.nz 09-4770033
Total Roll488enrolled students
Māori3.7%of roll
Pacific3.1%of roll
Asian77.9%of roll
Student Body
488
enrolled students
European/Pākehā16%
Māori3.7%
Pacific3.1%
Asian77.9%
GenderCo-Educational
Oteha Valley School

Ethnicity Breakdown

Oteha Valley School's roll is predominantly asian (77.9%). The next largest group is european/pakeha students.

488students
European/Pakeha16%
Maori3.7%
Pacific3.1%
Asian77.9%
European/Pakeha16%
Maori3.7%
Pacific3.1%
Asian77.9%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Oteha Valley 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
-30.0pp below avg16%
National average: 46%
Maori
-21.3pp below avg3.7%
National average: 25%
Pacific
-6.9pp below avg3.1%
National average: 10%
Asian
+65.9pp above avg77.9%
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/Pakeha7816%
Maori183.7%
Pacific153.1%
Asian38077.9%
MELAA26
Other17
Total Roll488100%
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.