State of Education in NSW, 2018 (PDF, 2MB)

Early childhood education in NSW

• In 2017,

- over 100,000 children were enrolled in a preschool program before starting school

- more children attended preschool for 15+ hours a week

- preschool enrolments for Aboriginal and Torres Strait Islander children increased (by 26.3% since 2016).
- Around half of teachers delivering a preschool program were university trained.

• More early childhood services are meeting or exceeding the National Quality Standard (70% in 2017 compared to 44% in 2015).

Schooling in NSW

• In 2017, the proportion of students achieving in the top two NAPLAN bands in numeracy and reading has increased for all cohorts, compared to 2013/14 baselines.
• High school retention rates are improving for all students, but especially Aboriginal and Torres Strait Islander students.
• In 2017, the average school attendance rate in NSW was 94% for primary students and 91.1% for secondary students. Attendance rates are lower for Aboriginal and Torres Strait Islander students, and the gap increases in secondary school.
• Students can study VET in school as part of their HSC – in 2017, around 30% of HSC achievers also received a Certificate Level II or above qualification.

Post-school, VET and higher education in NSW

• In 2016,

- just over half of Year 12 leavers went onto to study a Bachelor degree
- the main destination for early school leavers was apprenticeships (27.8%)
- male early school leavers were six times more likely to enter an apprenticeship than female early school leavers
- female Year 12 leavers were more likely to enter a Bachelor degree than their male counterparts.

• The proportion of 20-64 year olds with a Certificate III or above has increased.
• The proportion of 25-34 year olds with a Bachelor degree or above has increased.
• The median ATAR of HSC students transitioning to Bachelor degrees was 79.2 in 2015, down from 83.0 in 2008
• Aboriginal and Torres Strait Islander and low-SES students remain underrepresented in the higher education sector.
• The number of overseas students enrolling in NSW universities continues to increase.

Homebush West Public School case study (PDF, 400kB). 

Related: The role of student engagement in the transition from primary to secondary school

Summary

Homebush West Public School has an effective approach in preparing students for secondary school

The school, in the inner west of Sydney, places a strong emphasis on preparing its students for the transition to secondary school. This case study looks at their ‘middle school’ approach, where Year 5 and 6 students are introduced to secondary school structures and routines to prepare them for the transition.

‘Middle school’ helps emphasise the important transition the students will face

When students reach Year 5, the concept of ‘middle school’ is introduced. The students are given more responsibility and are provided opportunities to step into leadership roles. There is also a focus on teaching students to be more responsible for their own learning, including setting learning goals and participating in peer and self-assessment.

The approach allows students to experience secondary school structures and routines

This involves individual student timetables that require students to change classrooms, classmates and teachers according to subject and ability. The students say that this approach allows them to build relationships with more than one teacher and get used to differing teaching approaches and teacher expectations. It also creates opportunities for students to continue making new friends across the cohort.

The staff at Homebush West collaborate, engage in reflective teaching and foster a culture of high expectations

With their unique ‘middle school’ approach, the staff at Homebush West recognise the need to continually refine practice and to be able to differentiate learning to meet the needs of all Year 5 and 6 students. They also attest to the high levels of organisation and communication that are needed to facilitate this approach. They have a constant focus on high expectations, helping students to recognise the opportunities of secondary school and feel confident and excited about the transition.