New ZealandNorthlandAwanuiPaparore School

Paparore School

StateContributingCo-Educational
Awanui, Northland · Rural other
principal@paparore.school.nz 09-4067360
Total Roll169enrolled students
Māori81.1%of roll
Pacific12.4%of roll
Asian4.7%of roll
Student Body
169
enrolled students
European/Pākehā46.7%
Māori81.1%
Pacific12.4%
Asian4.7%
GenderCo-Educational
Paparore School

Ethnicity Breakdown

Paparore School's roll is predominantly maori (81.1%). The next largest group is european/pakeha students.

169students
European/Pakeha46.7%
Maori81.1%
Pacific12.4%
Asian4.7%
European/Pakeha46.7%
Maori81.1%
Pacific12.4%
Asian4.7%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Paparore 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
+0.7pp above avg46.7%
National average: 46%
Maori
+56.1pp above avg81.1%
National average: 25%
Pacific
+2.4pp above avg12.4%
National average: 10%
Asian
-7.3pp below avg4.7%
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/Pakeha7946.7%
Maori13781.1%
Pacific2112.4%
Asian84.7%
MELAA1
Other2
Total Roll169100%
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.