This evaluation was originally published 11 September 2024.

Summary

The Reading and Numeracy Program is a NSW Department of Education initiative focused on improving student reading and numeracy outcomes. The program adopted a 3-tiered model of support to schools – Universal Support (US), Guided Support (GS) and Strategic School Support (SSS) – and launched in Term 1 2021. The Centre for Education Statistics and Evaluation (CESE) undertook a mixed-methods process evaluation from July 2021 to December 2022.

Program implementation

Program successes

• Establishment of a Universal Resources Hub (URH) containing quality reading and numeracy resources that were highly valued by staff who used them.
• A suite of online and blended professional learning courses that was widely used by staff.
• Access to tailored data packages for all schools.
• Delivery of targeted, specialist support (SSS) to the schools identified as having the highest level of need.

Program challenges

• COVID-19 disruptions and natural disasters in NSW resulted in some key elements of the program not being fully implemented.
• GS was a key element impacted by the pandemic, constrained by a lack of clarity and oversight, and constrained communication with schools
• While the URH was highly valued by those who used it, many were unaware of it or found it challenging to use.
• A lack of focus on, and resources for, secondary schools Impacts of the program.

Impacts of the program

• There is evidence of sustained uptake of recommended reading and numeracy practices, as well as increased focus on data-informed reading and numeracy improvement in schools – however, a lack of system‑level measures makes quantifying this difficult.
• There is increased interest and demand from schools for reading and numeracy support.
• Schools are reportedly developing more sophisticated shared understandings around reading and numeracy, and staff are increasingly ‘speaking the same language’.
• The program has delivered a searchable repository of resources, which are viewed by teachers as high‑quality and trustworthy.

Lessons learned

• The adaptability of some program elements to COVID-19 challenges demonstrated a capacity for agile responses that may be important in the future
• School staff highly value the practical support provided by quality resources they can trust, and hands-on tailored support provided by SSS.
• Successful program implementation is promoted by clear guidance and staff buy‑in.
• It is important not to underestimate the time required for improved student outcomes to be demonstrated.
• Rather than relying on NAPLAN as the only measure of progress, future evaluations of literacy and numeracy programs could involve the use of literacy and numeracy assessments that are more sensitive to changes in a short timeframe.

Recommendations

Several recommendations were made, including that the department should:

• consider developing a team approach to GS rather than placing the responsibility on individual educators or directors, educational leadership (DELs)
• improve support for secondary schools by increasing relevant R&N resources on the URH recognising their unique needs and ensuring awareness
• improve navigation and accessibility of central R&N resources such as URH resources and professional learning
• consider how lessons from this program could inform future program design and implementation, including planning work programs for the long term, setting realistic timeframes and using suitable targets and methods of outcome measurement.