Literacy and Numeracy NP

LNAP 2016 summary thumb   

Executive summary 

 LNAP 2016 thumb

Full evaluation report


The Literacy and Numeracy Action Plan 2012-2016 was developed to address the widespread inequalities in learning outcomes known to exist from the earliest years of schooling in NSW schools serving low socio-economic status communities. This report presents the findings of an evaluation of NSW Literacy and Numeracy Action Plan 2012-2016. It examines the extent to which student literacy and numeracy improved, factors that may have led to any improvement, and the extent to which any improvement achieved was cost-effective. 

Download the executive summary (PDF, 520KB) and full evaluation report (PDF, 2.95MB). 

Published in Research Report

Literacy Numeracy evidence paper

This paper provides an overview of the importance of literacy and numeracy skills. It also summarises evidence-based practices for improving student outcomes in literacy and numeracy.

Download the full publication (pdf, 1MB)

Published in Research Report


This report presents qualitative and quantitative findings regarding the implementation and achievement of key deliverables at the midpoint of the five year Connected Communities Strategy. The evaluation aims to answer how well the model has been formed and implemented across schools, as well as outcomes and impact of distinct components of the strategy.

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Published in Research Report

Authors: Alison Wallace, Ania Wilczynski, Chloe Harkness, Amanda McAtamney

Evaluator Company/Business: Urbis Pty Ltd

Year: 2012town final cover

URL or PDF: External Evaluation of the Selected National Partnership on Literacy and Numeracy NSW Programs (PDF, 1.97MB)

Summary: This evaluation set out to determine the effectiveness of the numeracy program, TOWN and the extent to which it met the goals of delivering evidence based teaching strategies in numeracy, strong school leadership and whole school engagement. TOWN was implemented in 41 schools around NSW for Years 3-6 students. The evaluation involved school visits, an online survey of teachers, stakeholder interviews, and an analysis of student outcome data. The evaluation clearly demonstrated that TOWN had a positive impact on schools and delivered numeracy outcomes for teachers and, in some cases, students.






Published in Evaluation Repository

Authors: Janette BobisCMIT learning framework in number cover small

Evaluator Company/Business: University of Sydney

Year: 2009


Summary: The aim of this study was to determine the impact of teacher professional learning on teacher knowledge of the Learning Framework In Number (LFIN) from the Count Me In Too (CMIT) numeracy project. Three primary schools were purposively selected and a case study of each school was compiled. Data from surveys, interviews and school documentation were collected. The overall results of the study indicated that there was a diverse range of knowledge of CMIT and the use of LFIN in schools.






Published in Evaluation Repository
Friday, 05 September 2014 16:07

Targeted Early Numeracy

Authors: TBATLS 48 Targeted Early Numeracy cover

Evaluator Company/Business: The National Literacy and Numeracy Evidence Base – National Partnerships

Year: 2013

URL or PDF: Click on icon to access PDF

Summary: The aim of the evaluation was to assess the effectiveness of TEN at enabling teachers to assist Foundation/kindergarten to year 2 students' numeracy skills through small group instruction and explicit teaching strategies. Program participants were monitored using measures of student progress against the kindergarten, year 1 and year 2 targets and multiple data collections were made to monitor the proportion of students at risk of not achieving minimum grade expectations in number skills. The program resulted in an overall reduction of 60 per cent of students considered at risk.





Published in Evaluation Repository

quicksmart numeracy coverAuthors: Meg Dione-Rodgers, Sue Harriman and Barry Laing

Evaluator Company/Business: Internal to DEC: Program Evaluation Unit Student Engagement and Program Evaluation Bureau (SEPEB)

Year: 2012

URL or PDF: Report of the Program Evaluation of: QuickSmart Numeracy (PDF, 2.5MB)

Summary:  This evaluation aimed to assess the effectiveness of the program, to identify the extent to which the program was operating as intended and to assess whether the program had improved the educational outcomes of Aboriginal students. QuickSmart Numeracy is a basic skills intervention funded under the National Partnership on Literacy and Numeracy (NPLN). The QuickSmart Numeracy program targets middle school students performing at the lowest 30 per cent of the achievement range. Fourteen schools were involved in the evaluation and measures included site visits, interviews with stakeholders, surveys, analysis of documentation and assessment data. Support for the positive impact of QuickSmart was more evident in the qualitative data than from broad scale testing.





Published in Evaluation Repository

individlearningp coverAuthors: Meg Dione-Rodgers, Sue Harriman and Barry Laing

Evaluator Company/Business: Internal to DEC: Program Evaluation Unit Student Engagement and Program Evaluation Bureau (SEPEB)

Year: 2012

URL or PDF: Report of the Program Evaluation of: Individual Learning Plans (PDF, 4MB)

Summary:  This report presents findings from the evaluation of Individual Learning Plans (ILPs), one of several initiatives funded under the National Partnership on Literacy and Numeracy (NPLN). The seven schools involved in the program implemented literacy based ILPs as part of a whole -class intervention. The evaluation comprised site visits, interviews and surveys and analysis of documentation including NAPLAN results. Findings were consistent across all schools that ILP’s improved reading outcomes. However, as ILPs were not the only intervention it is difficult to attribute improvement solely to ILPs.




Published in Evaluation Repository

Authors: Tim Wyatt and Robert Carbines

Evaluator Company/Business: Erebus International

Year: 2014

URL or PDF: Evaluation of the Sustainability of Literacy and Numeracy National Partnership Initiative Final Report of Phase 3 (PDF, .5MB)

Summary:  This Report examines the sustainability of the impact of the National Partnership for Literacy and Numeracy (NPLN) in NSW, two years after the cessation of funding for the initiative. The report analyses data from a principal survey, 20 case studies and student achievement data. The evaluation found that sustained positive impact was evident where schools experienced continuity of key staff; where there was a strong understanding of the goals of the NPLN within the school and where staff possessed a strong commitment to improve student outcomes. Despite positive anecdotal evidence, the evaluation found that there was no significant change in student outcomes in SSNP schools as measured by average NAPLAN reading and numeracy scores.






Published in Evaluation Repository

CSIS 2011 Descriptive and Interpretive AnalysisAuthors: Fiona Christian, Wendy Hodge, Jade Maloney, Liesbeth Geerligs, Narelle Ong, Ofir Thaler, Miriam Motha, Rob Herbert

Evaluator Company/Business: ARTD Consultants

Year: 2012


Summary:  This report presents the findings of the 2011 Cross Sectoral Impact Survey (CSIS) which gauged staff perceptions of the effectiveness of Smarter Schools National Partnerships (SSNP) reforms in NSW. The 2011 survey was administered to teachers, executives and principals from SSNP schools and responses were received from 662 of 936 SSNP schools . Analysis of survey results show, at the broadest level, SSNPs are driving reform however, no one clear coherent picture has arisen from the study.





Published in Evaluation Repository
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