New ZealandHawke's BayFlaxmereTe Whai Hiringa

Te Whai Hiringa

StateFull PrimaryCo-Educational
Flaxmere, Hawke's Bay · Large urban area
admin@tewhaihiringa.school.nz 06-8798570
Total Roll418enrolled students
Māori66.7%of roll
Pacific38.3%of roll
Asian2.4%of roll
Student Body
418
enrolled students
European/Pākehā12.7%
Māori66.7%
Pacific38.3%
Asian2.4%
GenderCo-Educational
Te Whai Hiringa

Ethnicity Breakdown

Te Whai Hiringa's roll is predominantly maori (66.7%). The next largest group is pacific students.

418students
European/Pakeha12.7%
Maori66.7%
Pacific38.3%
Asian2.4%
European/Pakeha12.7%
Maori66.7%
Pacific38.3%
Asian2.4%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Te Whai Hiringa'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
-33.3pp below avg12.7%
National average: 46%
Maori
+41.7pp above avg66.7%
National average: 25%
Pacific
+28.3pp above avg38.3%
National average: 10%
Asian
-9.6pp below avg2.4%
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/Pakeha5312.7%
Maori27966.7%
Pacific16038.3%
Asian102.4%
MELAA1
Total Roll418100%
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.