Nový ZélandWaikatoWardvilleWairere School

Wairere School

StateContributingCo-Educational
Wardville, Waikato · Rural other
office@wairere.school.nz 07-8880854
Total Roll40enrolled students
Māori27.5%of roll
Pacific0%of roll
Asian22.5%of roll
Student Body
40
enrolled students
European/Pākehā55%
Māori27.5%
Pacific0%
Asian22.5%
GenderCo-Educational
Wairere School

Etnický zloženie

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

40Študenti
European/Pakeha55%
Maori 27.5%
Asiáci22.5%
European/Pakeha55%
Maori 27.5%
Pacifik 0%
Asiáci22.5%
Source: Ministry of Education (2026).

Compared to National Averages

The bars below show Wairere 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
+9.0pp above avg55%
National average: 46%
Maori
+2.5pp above avg27.5%
National average: 25%
Pacifik
-10.0pp below avg0%
National average: 10%
Asiáci
+10.5pp above avg22.5%
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/Pakeha2255%
Maori 1127.5%
Asiáci922.5%
Ostatné 1
Total Roll40100%
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.