New ZealandBay of PlentyMangakakahiTKKM o Hurungaterangi

TKKM o Hurungaterangi

StateCompositeCo-Educational
Mangakakahi, Bay of Plenty · Large urban area
admin@hurunga.school.nz 07-3459184
Total Roll95enrolled students
Māori98.9%of roll
Pacific8.4%of roll
Asian1.1%of roll
Student Body
95
enrolled students
European/Pākehā2.1%
Māori98.9%
Pacific8.4%
Asian1.1%
GenderCo-Educational
TKKM o Hurungaterangi

Ethnicity Breakdown

TKKM o Hurungaterangi's roll is predominantly maori (98.9%). The next largest group is pacific students.

95students
European/Pakeha2.1%
Maori98.9%
Pacific8.4%
Asian1.1%
European/Pakeha2.1%
Maori98.9%
Pacific8.4%
Asian1.1%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show TKKM o Hurungaterangi'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
-43.9pp below avg2.1%
National average: 46%
Maori
+73.9pp above avg98.9%
National average: 25%
Pacific
-1.6pp below avg8.4%
National average: 10%
Asian
-10.9pp below avg1.1%
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/Pakeha22.1%
Maori9498.9%
Pacific88.4%
Asian11.1%
Total Roll95100%
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.