New ZealandAucklandEpsomOur Lady Sacred Heart School (Epsom)

Our Lady Sacred Heart School (Epsom)

State IntegratedContributingCo-Educational
Epsom, Auckland · Major urban area
admin@olsh.school.nz 09-6386200
Total Roll191enrolled students
Māori2.1%of roll
Pacific5.8%of roll
Asian51.3%of roll
Student Body
191
enrolled students
European/Pākehā45.5%
Māori2.1%
Pacific5.8%
Asian51.3%
GenderCo-Educational
Our Lady Sacred Heart School (Epsom)

Ethnicity Breakdown

Our Lady Sacred Heart School (Epsom)'s roll is predominantly asian (51.3%). The next largest group is european/pakeha students.

191students
European/Pakeha45.5%
Maori2.1%
Pacific5.8%
Asian51.3%
European/Pakeha45.5%
Maori2.1%
Pacific5.8%
Asian51.3%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Our Lady Sacred Heart School (Epsom)'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
-0.5pp below avg45.5%
National average: 46%
Maori
-22.9pp below avg2.1%
National average: 25%
Pacific
-4.2pp below avg5.8%
National average: 10%
Asian
+39.3pp above avg51.3%
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/Pakeha8745.5%
Maori42.1%
Pacific115.8%
Asian9851.3%
MELAA7
Other2
Total Roll191100%
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.