New ZealandAucklandTakapuna NorthSunnynook School

Sunnynook School

StateContributingCo-Educational
Takapuna North, Auckland · Major urban area
secretary@sunnynookschool.nz 09-4106534
Total Roll481enrolled students
Māori11.2%of roll
Pacific7.1%of roll
Asian59.5%of roll
Student Body
481
enrolled students
European/Pākehā28.1%
Māori11.2%
Pacific7.1%
Asian59.5%
GenderCo-Educational
Sunnynook School

Ethnicity Breakdown

Sunnynook School's roll is predominantly asian (59.5%). The next largest group is european/pakeha students.

481students
European/Pakeha28.1%
Maori11.2%
Pacific7.1%
Asian59.5%
European/Pakeha28.1%
Maori11.2%
Pacific7.1%
Asian59.5%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Sunnynook 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
-17.9pp below avg28.1%
National average: 46%
Maori
-13.8pp below avg11.2%
National average: 25%
Pacific
-2.9pp below avg7.1%
National average: 10%
Asian
+47.5pp above avg59.5%
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/Pakeha13528.1%
Maori5411.2%
Pacific347.1%
Asian28659.5%
MELAA34
Other12
Total Roll481100%
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.