New ZealandCanterburySockburnOur Lady of Victories

Our Lady of Victories

State IntegratedFull PrimaryCo-Educational
Sockburn, Canterbury · Major urban area
admin@olv.school.nz 03-3487790
Total Roll241enrolled students
Māori4.1%of roll
Pacific4.1%of roll
Asian73.4%of roll
Student Body
241
enrolled students
European/Pākehā24.5%
Māori4.1%
Pacific4.1%
Asian73.4%
GenderCo-Educational
Our Lady of Victories

Ethnicity Breakdown

Our Lady of Victories's roll is predominantly asian (73.4%). The next largest group is european/pakeha students.

241students
European/Pakeha24.5%
Maori4.1%
Pacific4.1%
Asian73.4%
European/Pakeha24.5%
Maori4.1%
Pacific4.1%
Asian73.4%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Our Lady of Victories'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
-21.5pp below avg24.5%
National average: 46%
Maori
-20.9pp below avg4.1%
National average: 25%
Pacific
-5.9pp below avg4.1%
National average: 10%
Asian
+61.4pp above avg73.4%
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/Pakeha5924.5%
Maori104.1%
Pacific104.1%
Asian17773.4%
MELAA8
Other2
Total Roll241100%
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.