New ZealandManawatū-WhanganuiWhanganuiWhanganui Intermediate

Whanganui Intermediate

StateIntermediateCo-Educational
Whanganui, Manawatū-Whanganui · Large urban area
office@wi.school.nz 06-3490231
Total Roll410enrolled students
Māori42.2%of roll
Pacific10%of roll
Asian10%of roll
Student Body
410
enrolled students
European/Pākehā62.2%
Māori42.2%
Pacific10%
Asian10%
GenderCo-Educational
Whanganui Intermediate

Ethnicity Breakdown

Whanganui Intermediate's roll is predominantly european/pakeha (62.2%). The next largest group is maori students.

410students
European/Pakeha62.2%
Maori42.2%
Pacific10%
Asian10%
European/Pakeha62.2%
Maori42.2%
Pacific10%
Asian10%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Whanganui Intermediate'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
+16.2pp above avg62.2%
National average: 46%
Maori
+17.2pp above avg42.2%
National average: 25%
Pacific
at average10%
National average: 10%
Asian
-2.0pp below avg10%
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/Pakeha25562.2%
Maori17342.2%
Pacific4110%
Asian4110%
MELAA12
Other3
Total Roll410100%
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.