New ZealandCanterburyTimaruSacred Heart School (Timaru)

Sacred Heart School (Timaru)

State IntegratedFull PrimaryCo-Educational
Timaru, Canterbury · Medium urban area
office@sacredhearttim.school.nz 03-6888188
Total Roll215enrolled students
Māori15.8%of roll
Pacific8.8%of roll
Asian29.3%of roll
Student Body
215
enrolled students
European/Pākehā62.8%
Māori15.8%
Pacific8.8%
Asian29.3%
GenderCo-Educational
Sacred Heart School (Timaru)

Ethnicity Breakdown

Sacred Heart School (Timaru) has a diverse student body with significant representation from multiple ethnic groups. European/Pakeha students make up the largest group at 62.8%.

215students
European/Pakeha62.8%
Maori15.8%
Pacific8.8%
Asian29.3%
European/Pakeha62.8%
Maori15.8%
Pacific8.8%
Asian29.3%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Sacred Heart School (Timaru)'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
+16.8pp above avg62.8%
National average: 46%
Maori
-9.2pp below avg15.8%
National average: 25%
Pacific
-1.2pp below avg8.8%
National average: 10%
Asian
+17.3pp above avg29.3%
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/Pakeha13562.8%
Maori3415.8%
Pacific198.8%
Asian6329.3%
MELAA9
Other1
Total Roll215100%
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.