There’s been a lot of discussion lately about NAPLAN testing in Australian schools. It always seems to generate strong opinions — and often, unnecessary worry.

So let’s take a breath.

Is NAPLAN important?
In the big picture, not really. It is one test, on one day.

Can it be useful? Yes — when viewed in the right way.

For schools, NAPLAN data can provide a helpful snapshot. It shows trends across year levels and breaks results down into specific skill areas. That broader view can guide planning and highlight where groups of students may need extra support.

But here’s something parents should know:

Individual NAPLAN results are rarely a surprise to teachers.

Good teachers already know their students well. They assess them every day — through their writing, their problem-solving, their reading, their questions, their conversations. NAPLAN doesn’t suddenly reveal something staff didn’t already understand.

And ideally, it shouldn’t be a surprise to parents either.

In a strong school community, communication about a child’s progress is ongoing. Parents should already have a clear sense of how their child is tracking — where they are confident and where they are still growing. When that partnership is working well, NAPLAN simply confirms what is already known. It doesn’t define a child.

And we must remember — it is still just one test on one day.

Children might be tired. Nervous. Distracted. Unwell. Upset about something that happened at break time. Any of these can affect performance. A single score never captures the whole child.

So how do we support our children?

Schools have a responsibility to ensure students are familiar with the test format. That does not mean teaching to the test or weeks of practice papers. It simply means helping children feel comfortable with what to expect.

There is no need for parents to run extra practice sessions at home.

What children need most is calm, steady reassurance. They need to understand that NAPLAN is a tool for schools — not a measure of their worth, intelligence, or potential.

After many years in classrooms, I can say this with confidence:
A child is always far more than a test result.

And that, in my opinion, is the perspective worth holding onto.

So, how do we help our children. The schools role is to make sure children are familiar with the format of the NAPLAN tests. This does not mean teaching to the test, or doing days and days off practice tests but it does mean letting children see and have a go at using the format they will see. There should be no need for parents to do any ‘practice’ with children.