Page 1125 - Week 04 - Wednesday, 20 March 2013
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MS BURCH: It would only be Mr Doszpot that comes in and tries to pull the rug from under the success of our schools and students here in the ACT. In any testing, in any rating, there will be those that are above an average and there will be those that—
Members interjecting—
MS BURCH: Some would be below. It is indeed the hallmark of this government that we invest in schools of need, and we do continue to invest in schools of need to make sure that those schools that need the additional support—
Members interjecting—
MADAM ACTING SPEAKER: Could you resume your seat, please, Ms Burch. Can you stop the clock. I am really sorry but I actually cannot hear what Ms Burch is saying, and I am sure that other members cannot. I do presume you want an answer to your question, Mr Doszpot.
Mr Doszpot: If she stuck to her point it would be useful.
MADAM ACTING SPEAKER: Mr Doszpot, do you want an answer to your question? I presume so. Ms Burch will now resume, and you will remain silent. Thank you.
MS BURCH: As I was saying, this government has a record of investing in schools, and schools that need that additional support. We have the numeracy and literacy officers that work with those schools of need to make a difference. It is about that targeted response to schools that need it. NAPLAN is a measure. It is not the only measure that we apply as government and through the education directorate about where we apply our resources, but it certainly is a measure.
Over the years—and I think it has been in existence for about five years now, some of the early NAPLAN, certainly through my schools since 2008—it does start to show a broader and longer picture. It is a useful tool. What it does show is that, for many of those schools where we have applied a targeted response, you can see some gains and benefits. Where a school was needing assistance because it could have been, to use your terms, under a national average, we applied an additional resource, and we hope to see, when you test at year 5 or year 7 and year 9, the difference or the greater gain in those schools.
That is what we are seeing in some schools. It does not mean to say that there is no more work to do; there is more work to do, and we will get on and do it.
MADAM ACTING SPEAKER: Mr Doszpot, a supplementary.
MR DOSZPOT: Minister, given the high number of schools that are below the national average, how can the government be certain the school literacy and numeracy field officer program is successful?
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