New ZealandManawatū-WhanganuiTaihapeTaihape Area School

Taihape Area School

StateCompositeCo-Educational
Taihape, Manawatū-Whanganui · Small urban area
jpearce@tas.school.nz 06-3880130
Total Roll254enrolled students
Māori70.1%of roll
Pacific9.1%of roll
Asian3.5%of roll
Student Body
254
enrolled students
European/Pākehā53.9%
Māori70.1%
Pacific9.1%
Asian3.5%
GenderCo-Educational
Taihape Area School

Ethnicity Breakdown

Taihape Area School's roll is predominantly maori (70.1%). The next largest group is european/pakeha students.

254students
European/Pakeha53.9%
Maori70.1%
Pacific9.1%
Asian3.5%
European/Pakeha53.9%
Maori70.1%
Pacific9.1%
Asian3.5%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Taihape Area 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
+7.9pp above avg53.9%
National average: 46%
Maori
+45.1pp above avg70.1%
National average: 25%
Pacific
-0.9pp below avg9.1%
National average: 10%
Asian
-8.5pp below avg3.5%
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/Pakeha13753.9%
Maori17870.1%
Pacific239.1%
Asian93.5%
MELAA2
Total Roll254100%
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.