Outstanding NAPLAN Results and Individual Student Growth
NAPLAN results for 2025 were mailed home last week, and I would like to take this opportunity to acknowledge the phenomenal achievements and remarkable growth demonstrated by our students.
At a time when public discourse is focused on declining literacy standards across Australia, MLC School continues to buck the trend. Our students’ literacy and numeracy outcomes are not only strong—they are improving year on year.
In Reading, the percentage of students performing at a Strong or Exceeding level is exceptional:
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Year 3: 94%
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Year 5: 96%
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Year 7: 94%
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Year 9: 92%
In several cohorts, less than 1% of students—sometimes even 0%—were identified as needing additional support.
In Numeracy, results are similarly impressive:
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Year 3: 90%
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Year 5: 97%
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Year 7: 91%
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Year 9: 95%
These figures compare very favourably with state averages. In fact, MLC School students are achieving two to three times the state proportion of students in the “Exceeding” category.
Having worked in schools for nearly thirty years, I can confidently say that I have never seen NAPLAN results of this calibre. They reflect not only the skill and dedication of our teachers, but also the high levels of parent engagement and the value placed on literacy in MLC School families.
As a researcher currently studying the teaching of writing, I have encountered significant evidence highlighting the power of oral language, particularly its role in vocabulary development, idea formation, reading comprehension, and writing. I am especially proud of the work being done in our Pre-K program to build strong oral language foundations. I’m confident this will have long-term benefits for our students’ literacy growth.
The more we can encourage our girls to engage in rich conversation, around the dinner table, in study groups, or during classroom dialogue, the stronger their learning outcomes will be.
These results also reflect the impact of explicit instruction, differentiation, and the dedicated efforts of our teachers to maintain high levels of student engagement, particularly through the often challenging middle years. While many schools observe a dip in performance between Year 5 and Year 9, this is not the case at MLC School. I am also encouraged by the number of students who continue to read for pleasure well into adolescence.
Congratulations to our students and teachers on these outstanding results. We are so proud of what you’ve achieved.
Earlier this year, we introduced an Accelerated Mathematics class for high-achieving Year 10 students, enabling them to begin HSC Mathematics early. Following the success of this program, we have now extended acceleration into Year 9, after a rigorous selection and testing process. Looking ahead, 2026 will see the introduction of accelerated Studies of Religion I, with a selected cohort completing the course in a compressed format and sitting the HSC that same year.
Last week, over 150 parents and students attended our Year 8 Elective Information Evening. Year 9 electives mark the first moment in a girl’s learning journey where she exercises real agency over her studies. Students were encouraged to select a broad and balanced range of three electives, with an emphasis on pursuing current passions and interests—not future career paths. We were particularly excited to introduce Engineering Technology for the first time, aligning with our strategic goal to promote girls’ engagement in STEM.
This term we welcomed our new Director of Professional Practice, who will lead the design and implementation of Professional Learning Teams in the Senior School. These teams will engage in collaborative inquiry into key areas of girls’ education, trialling evidence-informed strategies aimed at improving student outcomes. You can read more about this initiative here.
Our Learning Enhancement Department recently launched Getaway, a reflective space for girls who may benefit from a quieter environment at recess, lunch, or before school. This calm, inclusive space provides students with an alternative to the playground and is already proving a valuable addition to our wellbeing offerings. More details can be found here.
We are pleased to announce that James Adams will join us on Monday 4 August 2025 as our new High Potential Learning Leader (K–12). James is currently completing his Master of Educational Leadership at Harvard University and has recently been appointed as an Australian Delegate to the World Council for Gifted and Talented Children. In 2026, he will be joined by Amy Kirk in a shared leadership role. Together, they will enhance our identification processes and lead the development of a multi-tiered program that supports high potential learners across the school.