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NAPLAN 2015: Early intervention is key to lifting literacy and numeracy skills

02 December 2015
Today’s release of the 2015 NAPLAN National Report into student literacy and numeracy shows some small improvements in some areas, mainly for Aboriginal and Torres Strait Islander students. However, gaps remain between the level of literacy and numeracy skills of students from low and high socioeconomic backgrounds. Gaps also remain between the skills of Aboriginal and Torres Strait Islander students and their non-Indigenous peers.

The Smith Family’s Head of Research and Advocacy, Anne Hampshire said: “It’s good to see there are some improvements in this year’s NAPLAN results, however a student’s background still has too great an influence on the literacy and numeracy skill levels young Australians are achieving.

“To achieve a substantial improvement in these results, we need targeted and sustained support prior to and throughout school for those children and young people who are falling behind,” Ms Hampshire said.

“This will help ensure all young Australians are able to acquire the key literacy and numeracy skills needed for them to thrive in the 21st century.

“It’s much easier to ensure a child catches up and keeps up at school from an earlier age, rather than have them fall behind and become disengaged with their education.

“Strong literacy and numeracy skills are key foundations for young people completing school and moving into post-school employment and further education. Students who do not complete Year 12 are at risk of a lifetime of economic and social disadvantage.

“The key is ensuring young people from low socioeconomic backgrounds have the support they need to attend, achieve and complete school.

“We know an early intervention approach is the most effective way to help young people break out of poverty and, ultimately, will have a positive impact on Australia’s future productivity and standard of living.”

The Smith Family, Australia’s leading children’s education charity, supports 34,000 students who are living in disadvantage to attend school, complete Year 12 and progress into further study or employment.