New ZealandHawke's BayTamateaPorritt School

Porritt School

StateContributingCo-Educational
Tamatea, Hawke's Bay · Large urban area
admin@porritt.school.nz 06-8444620
Total Roll308enrolled students
Māori51.9%of roll
Pacific9.4%of roll
Asian4.5%of roll
Student Body
308
enrolled students
European/Pākehā64.9%
Māori51.9%
Pacific9.4%
Asian4.5%
GenderCo-Educational
Porritt School

Ethnicity Breakdown

Porritt School's roll is predominantly european/pakeha (64.9%). The next largest group is maori students.

308students
European/Pakeha64.9%
Maori51.9%
Pacific9.4%
Asian4.5%
European/Pakeha64.9%
Maori51.9%
Pacific9.4%
Asian4.5%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Porritt 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
+18.9pp above avg64.9%
National average: 46%
Maori
+26.9pp above avg51.9%
National average: 25%
Pacific
-0.6pp below avg9.4%
National average: 10%
Asian
-7.5pp below avg4.5%
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/Pakeha20064.9%
Maori16051.9%
Pacific299.4%
Asian144.5%
MELAA8
Other1
Total Roll308100%
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.