New ZealandWellingtonOwhiro BayOwhiro Bay School

Owhiro Bay School

StateContributingCo-Educational
Owhiro Bay, Wellington · Major urban area
office@owhiro.school.nz 04-3837189
Total Roll80enrolled students
Māori26.2%of roll
Pacific13.8%of roll
Asian7.5%of roll
Student Body
80
enrolled students
European/Pākehā70%
Māori26.2%
Pacific13.8%
Asian7.5%
GenderCo-Educational
Owhiro Bay School

Ethnicity Breakdown

Owhiro Bay School's roll is predominantly european/pakeha (70%). The next largest group is maori students.

80students
European/Pakeha70%
Maori26.2%
Pacific13.8%
Asian7.5%
European/Pakeha70%
Maori26.2%
Pacific13.8%
Asian7.5%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Owhiro Bay 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
+24.0pp above avg70%
National average: 46%
Maori
+1.2pp above avg26.2%
National average: 25%
Pacific
+3.8pp above avg13.8%
National average: 10%
Asian
-4.5pp below avg7.5%
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/Pakeha5670%
Maori2126.2%
Pacific1113.8%
Asian67.5%
MELAA3
Other2
Total Roll80100%
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.