New ZealandCanterburyWaimateWaimate Main School

Waimate Main School

StateContributingCo-Educational
Waimate, Canterbury · Small urban area
office@waimatemain.school.nz 03-6898887
Total Roll82enrolled students
Māori12.2%of roll
Pacific3.7%of roll
Asian25.6%of roll
Student Body
82
enrolled students
European/Pākehā61%
Māori12.2%
Pacific3.7%
Asian25.6%
GenderCo-Educational
Waimate Main School

Ethnicity Breakdown

Waimate Main School's roll is predominantly european/pakeha (61%). The next largest group is asian students.

82students
European/Pakeha61%
Maori12.2%
Pacific3.7%
Asian25.6%
European/Pakeha61%
Maori12.2%
Pacific3.7%
Asian25.6%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Waimate Main 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
+15.0pp above avg61%
National average: 46%
Maori
-12.8pp below avg12.2%
National average: 25%
Pacific
-6.3pp below avg3.7%
National average: 10%
Asian
+13.6pp above avg25.6%
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/Pakeha5061%
Maori1012.2%
Pacific33.7%
Asian2125.6%
MELAA1
Other1
Total Roll82100%
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.