New ZealandAucklandHowick SouthPoint View School

Point View School

StateContributingCo-Educational
Howick South, Auckland · Major urban area
admin@pointview.school.nz 09-2740637
Total Roll597enrolled students
Māori4.4%of roll
Pacific4%of roll
Asian82.6%of roll
Student Body
597
enrolled students
European/Pākehā15.1%
Māori4.4%
Pacific4%
Asian82.6%
GenderCo-Educational
Point View School

Ethnicity Breakdown

Point View School's roll is predominantly asian (82.6%). The next largest group is european/pakeha students.

597students
European/Pakeha15.1%
Maori4.4%
Pacific4%
Asian82.6%
European/Pakeha15.1%
Maori4.4%
Pacific4%
Asian82.6%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Point View 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
-30.9pp below avg15.1%
National average: 46%
Maori
-20.6pp below avg4.4%
National average: 25%
Pacific
-6.0pp below avg4%
National average: 10%
Asian
+70.6pp above avg82.6%
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/Pakeha9015.1%
Maori264.4%
Pacific244%
Asian49382.6%
MELAA37
Other3
Total Roll597100%
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.