New ZealandGisborneTe HaparaTe Kura Kaupapa Maori o Horouta Wananga

Te Kura Kaupapa Maori o Horouta Wananga

StateCompositeCo-Educational
Te Hapara, Gisborne · Large urban area
accounts@horoutawananga.school.nz 06-8672029
Total Roll166enrolled students
Māori100%of roll
Pacific3%of roll
Asian0%of roll
Student Body
166
enrolled students
European/Pākehā4.2%
Māori100%
Pacific3%
Asian0%
GenderCo-Educational
Te

Ethnicity Breakdown

Te Kura Kaupapa Maori o Horouta Wananga's roll is predominantly maori (100%). The next largest group is european/pakeha students.

166students
European/Pakeha4.2%
Maori100%
Pacific3%
European/Pakeha4.2%
Maori100%
Pacific3%
Asian0%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Te Kura Kaupapa Maori o Horouta Wananga'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
-41.8pp below avg4.2%
National average: 46%
Maori
+75.0pp above avg100%
National average: 25%
Pacific
-7.0pp below avg3%
National average: 10%
Asian
-12.0pp below avg0%
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/Pakeha74.2%
Maori166100%
Pacific53%
Total Roll166100%
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.