1 00:00:00,200 --> 00:00:03,840 Speaker 1: We know that the latest Naplan results have indeed come 2 00:00:03,880 --> 00:00:07,120 Speaker 1: out today and the Northern Territory will our students have 3 00:00:07,160 --> 00:00:12,079 Speaker 1: gone backwards in nearly every Naplan indicator we know the 4 00:00:12,160 --> 00:00:16,560 Speaker 1: national Naplan results, they have revealed that there's deficits in 5 00:00:16,720 --> 00:00:20,960 Speaker 1: territory students literacy and numerous these skills. Now, the Northern 6 00:00:21,040 --> 00:00:24,800 Speaker 1: Territory government, though issuing a statement saying that overall the 7 00:00:24,880 --> 00:00:29,800 Speaker 1: Naplan participation rates increased territory wide from seventy nine point 8 00:00:30,120 --> 00:00:33,680 Speaker 1: four percent in twenty twenty four to eighty one point 9 00:00:33,760 --> 00:00:37,720 Speaker 1: five percent this year, and that we have got more 10 00:00:38,280 --> 00:00:42,199 Speaker 1: Indigenous students being tested than in previous years. Now, the 11 00:00:42,240 --> 00:00:45,920 Speaker 1: government claims that school attendance officers are getting more children 12 00:00:46,000 --> 00:00:50,880 Speaker 1: to school and as a result, Naplan participation results have increased. 13 00:00:50,920 --> 00:00:54,120 Speaker 1: But maybe what it's meant is that we've seen a 14 00:00:54,120 --> 00:00:57,560 Speaker 1: bit of a change in some of those results. Now 15 00:00:57,680 --> 00:01:00,800 Speaker 1: joining us on the line to talk about this from 16 00:01:01,000 --> 00:01:05,600 Speaker 1: the Education Department's perspective, it is the Deputy Chief Executive 17 00:01:05,959 --> 00:01:10,800 Speaker 1: of Early Years and School Services, Adren Chatterton. Good morning to. 18 00:01:10,840 --> 00:01:14,400 Speaker 2: You are darn Good morning Katie. How are you this morning? 19 00:01:14,520 --> 00:01:16,840 Speaker 1: Yeah? Really good, great to have you on the show. 20 00:01:17,040 --> 00:01:22,520 Speaker 1: Now talk us through some of the results and how 21 00:01:22,560 --> 00:01:25,800 Speaker 1: we have fared this time around when it comes to naplace. 22 00:01:26,800 --> 00:01:30,520 Speaker 2: Yeah, thank you, Katie. And just for your listeners, we 23 00:01:30,640 --> 00:01:33,080 Speaker 2: throw the word nap plan around all the time. So 24 00:01:33,319 --> 00:01:37,319 Speaker 2: this is a national assessment program in literacy and numeracy. 25 00:01:37,480 --> 00:01:41,400 Speaker 2: So once a year, students in years three, five, seven 26 00:01:41,440 --> 00:01:44,959 Speaker 2: and nine undertake the test and it is an important 27 00:01:44,959 --> 00:01:49,240 Speaker 2: point in time that enables us to see how our 28 00:01:49,320 --> 00:01:52,960 Speaker 2: students are progressing in those really important core skills. And 29 00:01:53,040 --> 00:01:56,440 Speaker 2: as you mentioned, we've seen an increase in the participation 30 00:01:56,640 --> 00:01:59,600 Speaker 2: in the Northern Territory schools this year, which is really 31 00:01:59,640 --> 00:02:03,880 Speaker 2: important because it is about us getting data around how 32 00:02:03,920 --> 00:02:07,880 Speaker 2: our young students are progressing in their learning. And when 33 00:02:07,920 --> 00:02:11,160 Speaker 2: you look at our results this year, you would be 34 00:02:11,200 --> 00:02:16,000 Speaker 2: able to see that across domains the test results from 35 00:02:16,040 --> 00:02:19,280 Speaker 2: more than one third of our students show that they 36 00:02:19,320 --> 00:02:24,600 Speaker 2: do need additional support compared to around one in ten nationally. 37 00:02:25,200 --> 00:02:28,680 Speaker 2: It's really interesting when you look at our data, Kadie, 38 00:02:28,760 --> 00:02:34,040 Speaker 2: it's very reflective of the unique educational landscape that we 39 00:02:34,160 --> 00:02:38,560 Speaker 2: deliver educating within within the territory. So when you start 40 00:02:38,639 --> 00:02:43,880 Speaker 2: to look at different cohorts as students, so our non 41 00:02:43,919 --> 00:02:49,720 Speaker 2: Aboriginal student cohorts in many cases the average score for 42 00:02:49,840 --> 00:02:54,639 Speaker 2: them is higher than their counterparts into state. And then 43 00:02:54,800 --> 00:02:59,080 Speaker 2: when we look at how our Aboriginal students are performing 44 00:03:00,080 --> 00:03:02,880 Speaker 2: report and the data is broken up, it talks about 45 00:03:02,960 --> 00:03:08,320 Speaker 2: outer regional location, which is for us like Darwin and Palmerston, 46 00:03:10,040 --> 00:03:15,400 Speaker 2: and so our students in our outer regional locations are 47 00:03:15,480 --> 00:03:21,080 Speaker 2: Aboriginal students are closer to our regional Aboriginal students nationally, 48 00:03:21,680 --> 00:03:24,840 Speaker 2: but when we look at our remote and very remote locations, 49 00:03:25,280 --> 00:03:30,799 Speaker 2: that's where we see the gap. So it's about, you know, 50 00:03:30,880 --> 00:03:34,200 Speaker 2: our commitment with our boosting literacy and numeracy is about 51 00:03:34,200 --> 00:03:39,000 Speaker 2: supporting every Northern Territory student in anti government schools, regardless 52 00:03:39,040 --> 00:03:43,960 Speaker 2: of where they're attending school. And so there's absolutely gains 53 00:03:44,000 --> 00:03:48,280 Speaker 2: that we can see in the data that's been released 54 00:03:48,400 --> 00:03:48,920 Speaker 2: this year. 55 00:03:49,480 --> 00:03:53,800 Speaker 1: So by the sounds of us, unfortunately, we have some 56 00:03:54,080 --> 00:03:56,800 Speaker 1: real work to do in some of our more remote 57 00:03:56,840 --> 00:04:01,200 Speaker 1: areas out in community and make sure that you know, 58 00:04:01,440 --> 00:04:03,800 Speaker 1: like not only getting kids to school, but making sure 59 00:04:04,000 --> 00:04:06,240 Speaker 1: that they're able to learn in a way that is 60 00:04:06,280 --> 00:04:09,320 Speaker 1: helping them to reach those national benchmarks. 61 00:04:10,800 --> 00:04:14,320 Speaker 2: Absolutely, every day that a young person attends school they 62 00:04:14,400 --> 00:04:18,440 Speaker 2: benefit the great teaching and learning that is occurring as 63 00:04:18,440 --> 00:04:22,080 Speaker 2: well as those social connections with their peers. And so 64 00:04:22,920 --> 00:04:27,760 Speaker 2: our Boosting Literacy and Numeracy Plan is a really important 65 00:04:27,760 --> 00:04:33,240 Speaker 2: piece that provides those three key pillars. It's about supporting 66 00:04:33,320 --> 00:04:38,320 Speaker 2: our wonderful educators with high quality resources, professional learning so 67 00:04:38,360 --> 00:04:43,360 Speaker 2: that they can continue to explicitly teach the core skills 68 00:04:43,440 --> 00:04:47,320 Speaker 2: of literacy and numeracy. It's the work we're doing as well. 69 00:04:47,320 --> 00:04:50,640 Speaker 2: This is the first year where our year one students 70 00:04:50,760 --> 00:04:54,599 Speaker 2: or undertake a phonics test, so that's going to occur 71 00:04:54,640 --> 00:04:58,440 Speaker 2: over the next couple of weeks actually, and that's really 72 00:04:58,440 --> 00:05:01,600 Speaker 2: important as well because that's a out seeing where our 73 00:05:01,640 --> 00:05:04,440 Speaker 2: young people are at in their learning even earlier so 74 00:05:04,600 --> 00:05:08,640 Speaker 2: year one, and it's while it's a screener, it's not 75 00:05:08,720 --> 00:05:11,920 Speaker 2: a test for teaching and learning tools. Where's each young 76 00:05:12,000 --> 00:05:13,919 Speaker 2: person at and what do we need to do to 77 00:05:14,000 --> 00:05:18,359 Speaker 2: continue to support them in their progress and then be 78 00:05:18,480 --> 00:05:23,880 Speaker 2: important things around targeted support. So for those young people 79 00:05:24,880 --> 00:05:28,720 Speaker 2: who have been identified in that plan as requiring additional 80 00:05:28,800 --> 00:05:34,440 Speaker 2: support our Boosting Literacy and Umerescity Plan, there are materials, 81 00:05:34,560 --> 00:05:38,880 Speaker 2: there's professional learning, there's tools to help power educators do 82 00:05:38,960 --> 00:05:40,359 Speaker 2: that really important. 83 00:05:39,880 --> 00:05:41,880 Speaker 1: Work well, and this is the thing we have to 84 00:05:41,880 --> 00:05:44,240 Speaker 1: make sure that kids aren't being left behind. And I 85 00:05:44,279 --> 00:05:46,880 Speaker 1: know that there's a lot of work in that space. Darren. 86 00:05:46,960 --> 00:05:49,279 Speaker 1: Can we take a look at things that are happening, 87 00:05:49,839 --> 00:05:52,039 Speaker 1: you know, in our urban areas and you touched on 88 00:05:52,080 --> 00:05:54,560 Speaker 1: this before, I mean when you sort of break it 89 00:05:54,600 --> 00:05:57,080 Speaker 1: down then and look at Darwin and Palmerston and some 90 00:05:57,240 --> 00:06:01,599 Speaker 1: of our regional town centers. How are our kids performing 91 00:06:01,720 --> 00:06:04,160 Speaker 1: then when you go more. 92 00:06:04,040 --> 00:06:09,800 Speaker 2: Urban sorry, when you go more urban, yeah, so when you. 93 00:06:09,920 --> 00:06:12,680 Speaker 1: Know, so when you come into our urban centers, So 94 00:06:12,720 --> 00:06:16,039 Speaker 1: when we're looking at you know, schools like Darwin, Palmerston 95 00:06:16,960 --> 00:06:18,560 Speaker 1: around our urban centers. 96 00:06:20,760 --> 00:06:25,000 Speaker 2: So we've seen some great gains happening. This is the 97 00:06:25,080 --> 00:06:29,040 Speaker 2: first year since the change in naplan where we've been 98 00:06:29,040 --> 00:06:33,120 Speaker 2: able to look at progress between the years. So for 99 00:06:34,080 --> 00:06:37,160 Speaker 2: year three students who did naplan in twenty twenty three, 100 00:06:37,720 --> 00:06:41,479 Speaker 2: seeing their progress, what their results were in twenty twenty five. 101 00:06:42,040 --> 00:06:46,960 Speaker 2: And so the ENCHI has achieved higher cohort games in 102 00:06:47,160 --> 00:06:51,159 Speaker 2: five out of the fifteen domains compared to the national rate, 103 00:06:51,800 --> 00:06:56,120 Speaker 2: and specifically for our non Aboriginal students eleven out of 104 00:06:56,160 --> 00:07:00,200 Speaker 2: fifteen domains. So that speaks to the great work our 105 00:07:00,240 --> 00:07:03,600 Speaker 2: teachers are doing to value add and support students progressions. 106 00:07:04,200 --> 00:07:08,880 Speaker 2: And then in our ALTI regional all five domains for 107 00:07:08,960 --> 00:07:12,720 Speaker 2: the year three to five COHORT had growth and four 108 00:07:12,760 --> 00:07:15,680 Speaker 2: out of five domains for the five to seven COHORT 109 00:07:16,520 --> 00:07:19,160 Speaker 2: one domain for the year seven to nine, so we 110 00:07:19,200 --> 00:07:25,040 Speaker 2: can see growth in many many domains. We do see 111 00:07:25,080 --> 00:07:28,800 Speaker 2: a difference, as I mentioned earlier, between urban and remote. 112 00:07:29,400 --> 00:07:32,400 Speaker 2: There are great things happening in our remote schools as well. 113 00:07:32,440 --> 00:07:36,800 Speaker 2: There are remote schools doing explicit teaching already, but there 114 00:07:36,840 --> 00:07:40,680 Speaker 2: are other factors in remote schools the number of young 115 00:07:40,720 --> 00:07:44,880 Speaker 2: people who may be eld learners, for example, and so 116 00:07:46,160 --> 00:07:54,040 Speaker 2: their progress is also supported by important progression work as well, 117 00:07:54,080 --> 00:07:58,200 Speaker 2: not just NAPLAN, and also the IXIA ratings as well. 118 00:07:58,360 --> 00:08:00,760 Speaker 1: I know there'll be plenty of parentss this morning, and 119 00:08:01,240 --> 00:08:03,640 Speaker 1: I guess I sort of approach NAPLAN like I don't 120 00:08:03,640 --> 00:08:05,120 Speaker 1: want my kids to have a lot of pressure on 121 00:08:05,160 --> 00:08:07,880 Speaker 1: them around naplan, you know. I think it's one thing 122 00:08:07,960 --> 00:08:10,520 Speaker 1: to sort of, you know, to to train kids up 123 00:08:10,560 --> 00:08:12,560 Speaker 1: so that they're able to do a test well. But 124 00:08:12,920 --> 00:08:14,800 Speaker 1: you know, I want them to be good, well rounded 125 00:08:14,800 --> 00:08:17,920 Speaker 1: people that are learning. You know all the basics and 126 00:08:18,000 --> 00:08:20,080 Speaker 1: learning what they need to at school, but I also 127 00:08:20,160 --> 00:08:23,120 Speaker 1: want them to, you know, to to not just be 128 00:08:23,240 --> 00:08:27,480 Speaker 1: good at testing. Is that something you know when the 129 00:08:27,640 --> 00:08:31,240 Speaker 1: education department sort of approaches this napland testing, like, how 130 00:08:31,320 --> 00:08:33,680 Speaker 1: much emphasis is placed on it or is it more 131 00:08:33,720 --> 00:08:36,680 Speaker 1: looking at things from a real holistic perspective to make 132 00:08:36,720 --> 00:08:39,480 Speaker 1: sure that you know, kids are doing well right across 133 00:08:39,480 --> 00:08:41,839 Speaker 1: the board, not just when it comes to a test. 134 00:08:43,000 --> 00:08:47,320 Speaker 2: Absolutely, Katie, thank you. I think as well as parents, 135 00:08:48,120 --> 00:08:51,560 Speaker 2: teachers and educators feel that same way. NAP plan is 136 00:08:51,600 --> 00:08:54,960 Speaker 2: a point in time that assesses what you're seeing in numeracy, 137 00:08:55,080 --> 00:08:58,840 Speaker 2: and there are many many other skills and attributes that 138 00:08:58,880 --> 00:09:03,520 Speaker 2: we know contribute to a young person's growth. And also 139 00:09:04,280 --> 00:09:08,080 Speaker 2: our educators use a range of ways to assess how 140 00:09:08,120 --> 00:09:11,400 Speaker 2: a young person is progressing in their learning. That plan 141 00:09:11,600 --> 00:09:14,880 Speaker 2: is one and it is an important one. But even 142 00:09:14,920 --> 00:09:19,000 Speaker 2: with the shift online that's been really important. It's actually 143 00:09:19,040 --> 00:09:22,240 Speaker 2: now a test that's quite intuitive to a young person. 144 00:09:22,880 --> 00:09:26,840 Speaker 2: So the kind of questions a young person's being asked 145 00:09:27,760 --> 00:09:32,400 Speaker 2: changes depending on how they're progressing in their response. So 146 00:09:32,480 --> 00:09:35,400 Speaker 2: that experience for a young person as well is quite 147 00:09:35,480 --> 00:09:38,520 Speaker 2: different to a traditional you're in year three. Here's a 148 00:09:38,559 --> 00:09:41,880 Speaker 2: paper booklet, start on page one through to the end. 149 00:09:42,880 --> 00:09:46,400 Speaker 2: And I know our teachers, our full leaders do a 150 00:09:46,440 --> 00:09:51,600 Speaker 2: wonderful job of ensuring a balanced approach to assessing our 151 00:09:51,679 --> 00:09:54,920 Speaker 2: young people, but we also know it's important to understand 152 00:09:54,920 --> 00:09:57,800 Speaker 2: where they are in their learning and then, most importantly, 153 00:09:57,920 --> 00:10:01,320 Speaker 2: what do we do in response to sup pull it them? Yeah? 154 00:10:01,600 --> 00:10:05,319 Speaker 1: Well a Darren Chatterton, Deputy Chief Executive of the Early 155 00:10:05,440 --> 00:10:09,240 Speaker 1: Years and School Services, I really appreciate your time this morning. 156 00:10:09,280 --> 00:10:11,640 Speaker 1: Thank you very much for having a chat with us. 157 00:10:12,320 --> 00:10:13,880 Speaker 2: Thanks for your time too, Katie 158 00:10:13,920 --> 00:10:14,760 Speaker 1: Thank you, thank you.