Nový ZélandAucklandPapakuraMangapikopiko School

Mangapikopiko School

StateContributingCo-Educational
Papakura, Auckland · Major urban area
admin@mangapikopiko.school.nz 09-2984139
Total Roll253enrolled students
Māori47.4%of roll
Pacific43.1%of roll
Asian11.9%of roll
Student Body
253
enrolled students
European/Pākehā15.4%
Māori47.4%
Pacific43.1%
Asian11.9%
GenderCo-Educational
Mangapikopiko School

Etnický zloženie

Nižšie uvedený graf ukazuje podiel študentov v TKN0 z každej etnickej skupiny.

253Študenti
European/Pakeha15.4%
Maori 47.4%
Pacifik 43.1%
Asiáci11.9%
European/Pakeha15.4%
Maori 47.4%
Pacifik 43.1%
Asiáci11.9%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Mangapikopiko 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
-30.6pp below avg15.4%
National average: 46%
Maori
+22.4pp above avg47.4%
National average: 25%
Pacifik
+33.1pp above avg43.1%
National average: 10%
Asiáci
-0.1pp below avg11.9%
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/Pakeha3915.4%
Maori 12047.4%
Pacifik 10943.1%
Asiáci3011.9%
MELAA7
Ostatné 3
Total Roll253100%
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.