New ZealandAucklandRoyal OakRoyal Oak School

Royal Oak School

StateContributingCo-Educational
Royal Oak, Auckland · Major urban area
admin@rops.school.nz 09-6242800
Total Roll412enrolled students
Māori8.5%of roll
Pacific14.8%of roll
Asian53.2%of roll
Student Body
412
enrolled students
European/Pākehā37.9%
Māori8.5%
Pacific14.8%
Asian53.2%
GenderCo-Educational
Royal Oak School

Ethnicity Breakdown

Royal Oak School's roll is predominantly asian (53.2%). The next largest group is european/pakeha students.

412students
European/Pakeha37.9%
Maori8.5%
Pacific14.8%
Asian53.2%
European/Pakeha37.9%
Maori8.5%
Pacific14.8%
Asian53.2%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Royal Oak 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
-8.1pp below avg37.9%
National average: 46%
Maori
-16.5pp below avg8.5%
National average: 25%
Pacific
+4.8pp above avg14.8%
National average: 10%
Asian
+41.2pp above avg53.2%
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/Pakeha15637.9%
Maori358.5%
Pacific6114.8%
Asian21953.2%
MELAA30
Other3
International2
Total Roll412100%
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.