We’ve had an incredibly positive experience with the Year 1 Number Screening Check trial this year. We were feeling apprehensive about this new initiative in our already busy classroom, however, we found the trial quick and easy to run. Administering the questions one-on-one with students provided deeper insights into their knowledge and misconceptions. These insights were invaluable for tailoring my programming, streamlining assessments and supporting the teaching and learning cycle.

We’ve used ALAN to facilitate detailed analysis of student results, helping us to precisely identify individual and cohort learning gaps. This is instrumental for modifying our learning support programs. Collaborating with colleagues has also enhanced our reflection on current practices. We’re working together to improve our approach to numeracy, ensuring every student receives the support they need to build a strong foundation.

I'm excited to see how the check continues to impact our teaching and help our students succeed in numeracy.

Vicky Unsworth, K-2 Assistant Principal La Perouse Public School

In Term 2, Wingham High School welcomed the Literacy and Numeracy team, who filmed exemplary literacy practices on site.

The visit came shortly after devastating floods which had a significant impact on the school and local community. Despite the challenges, students and staff continued to excel. The filming captured the school’s resilience and commitment to high-quality teaching and learning.

Staff showcased outstanding literacy practices in English, TAS and Geography. The school’s focus on explicit teaching of literacy skills supports students to deepen their understanding of curriculum content. By modelling strategies, teachers help students make meaningful connections between ideas and apply their knowledge across subjects.

The footage captured will feature in the upcoming Connecting Ideas resource package. Congratulations to Wingham High School for demonstrating what excellence and perseverance look like in the face of adversity.

Mary Jekki, Literacy advisor

Our Community of Practice (CoP) serves as a dynamic platform where middle leaders come together to discuss innovative strategies, resources, and effective teaching practice. First established in 2022, we hold networking meetings each term, follow-up workshops, and opportunities to visit neighbouring schools to observe practice. These forums encourage middle leaders to learn from each other and adapt effective practices, tailoring them to their unique contexts.

We structure our meetings to maximise engagement and collaboration. We begin with designated networking time to connect, share insights, and establish relationships that foster ongoing support. We then share examples of practice, with time to present innovative strategies and successful initiatives implemented in our schools. This encourages dialogue and reflection, enabling colleagues to consider how to adapt these practices to their own contexts. Finally, we set aside time to collaborate, working together in small groups to brainstorm, refine, and develop actionable plans based on the shared examples. This structured approach enhances professional development and strengthens the sense of community and commitment to improving literacy and numeracy outcomes across our network.

Amanda Miles, CoP leader, Fairfield Network

Across our dedicated APs, C&I networks, we have established protocols prioritising student success through the sharing of data, interrogation of evidence-based research, and the development of targeted professional learning. The overarching goal for our network is to improve outcomes for all students. Our network wide collaboration on improving phonics has facilitated in-depth discussions about phonics instruction and its application in the classroom .

Our school crafted a targeted response to address data indicating a need for improvement in Year 1 reading and spelling of multisyllabic words. Our leaders and teachers are implementing a structured 10-week plan emphasising assessment, staff collaboration, and ongoing monitoring through the Learn, Do, Reflect cycle. This strategic approach links to our School Excellence Plan (SEP) and aims to enhance student literacy outcomes while fostering a culture of collaboration among educators. We are already witnessing positive impacts on collegial conversations, reflective practices and student learning and are proud to highlight the positive developments resulting from our participation in network wide initiative at Queanbeyan West Public School.

Gemma Hawkins, AP, C&I, Queanbeyan West Public School

By using key tools such as the department's School Excellence Framework and What Works Best, we have refined our teaching and learning programs, enhanced data use, and embedded collective teacher efficacy as a core driver of change.

This work has changed how we approach professional learning and school planning. Professional development is now more targeted, collaborative, and aligned with our school’s improvement priorities. Staff are more confident in using evidence to guide their practice, resulting in greater consistency in teaching and learning across the school.

A key outcome of our journey has been the growth in distributed leadership. Our middle leaders have taken greater responsibility for instructional improvement, leading with clarity and purpose. This shared leadership has fostered a culture of collaboration, strengthened our leadership team, and contributed to sustained improvements in student achievement—particularly in literacy and numeracy.

Vasilka Jovanovska, relieving Principal, Maroubra Bay Public School

Our 2025 focus on improving numeracy outcomes is being driven by a whole-school commitment to inclusive, evidence-informed practice. We've been deepening our knowledge and practice of place value across K to 6 through Learn, Do, Reflect cycles. Teachers are exploring how students move through concrete, pictorial and abstract stages to build a strong understanding of all aspects of place value.

We’ve audited our mathematics resources to ensure hands-on materials are readily available and used effectively across all year levels. Our support unit teachers are engaging deeply with the access content points and numeracy precursors to create SMART learning goals for their students. Collaborative learning, planning, program adjustments, data analysis, and ongoing reflection have been the key aspects of our numeracy journey this year.

Danielle Hajinakitas and Rebecca Reynolds APs, C&I, at Hampden Park Public School.

We encourage our beginning teachers to engage with the Literacy and numeracy practice guide to reflect on their practice and align their teaching with whole-school priorities, such as explicit teaching and feedback.

Beginning teachers work closely with our Assistant Principal, Curriculum and Instruction and supervisors to trial strategies from the guide. For example, we’ve looked at using learning intentions and success criteria aligned to syllabus outcomes and reflect on their impact in the classroom. Observable behaviours and example resources support consistent implementation and we encourage teachers to adapt strategies to suit the needs of their learners.

This professional learning cycle is ongoing. We revisit the guide to identify new focus areas, such as feedback aligned to success criteria, and explore department resources to build their toolkit.

We continue to celebrate the growth of beginning teachers and their positive impact in the classrooms. As we embed these practices, we see stronger student engagement and a shared language for learning across the school.

Kelly-Anne Costlow, AP, C&I, and Rebekah Simpson, beginning teacher, Elderslie Public School

At our school we have weekly planning meetings to support professional dialogue and shared data analysis, enabling evidence-informed and responsive instruction. Guided by formative assessment, the team are focusing on Number and Place Value as a foundation for long-term growth.

As the most geographically remote school in NSW, we worked with a virtual Assistant Principal Curriculum and Instruction to co-plan and co-teach with staff using resources from Number and Place Value: Blended Learning professional learning.

We used groupable materials like bundled sticks to strengthen conceptual understanding of place value.

The improved teacher clarity and alignment between teaching and support roles has created a cohesive, high-impact environment. This collaborative, reflective approach continues to drive improvement and strengthen early numeracy outcomes in our school.

Natalie Colefax, virtual Assistant Principal Curriculum and Instruction, and Jessica Jones, K-2 Classroom Teacher, Lord Howe Island Central School

In collaboration with the Literacy and Numeracy team, our staff are engaging in coaching cycles, modelled lessons, and peer observations to refine teaching practices and build confidence.

Teachers have deepened their understanding of the NSW curriculum and used formative assessment to target instruction to student needs. A focus on explicit teaching and daily reviews has strengthened students’ automatic recall and boosted engagement.

Professional learning is embedded in our culture, with open classrooms and regular feedback supporting growth and shared practice. Staff are empowered to reflect, adapt, and continually improve.

This collaborative, coaching-based approach is building teacher capability and improving outcomes in literacy and numeracy for all students

Christie Walandouw, Principal, Beresfield Public School