Results and reports
NAPLAN results are reported in a number of ways, including national results, individual student reports, and school-level reporting on the My School website.
NAPLAN tests are not pass/fail assessments.
From 2023, NAPLAN results are reported against proficiency standards with student achievement shown against 4 levels of proficiency. There is a standard for each assessment area at each year level. This replaces the previous numerical NAPLAN bands and national minimum standards. The NAPLAN measurement scale and time series have also been reset.
On this page
NAPLAN national results
NAPLAN national results are provided in an interactive online report that includes results at each year level and domain by state/territory and nationally, by gender, Indigeneity, language background other than English status, parental occupation, parental education, and remoteness.
ACARA works with states and territories to analyse this unique data set – allowing us to see how students have progressed in the important areas of literacy and numeracy across the years of schooling.
Prior to 2023, NAPLAN national results were released as a National Report in PDF format and these are provided below. The NAPLAN technical report continues to be provided as a PDF and these are also available below.
NAPLAN 2025 national results are expected to be available in August 2025.
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NAPLAN results for schools
Results for schools and students who completed NAPLAN are provided to schools in the student and school summary report (SSSR), or other reporting provided by the state/territory test administration authority (TAA) or other education authority. See How to interpret the SSSR (PDF 2.8 MB) for more information.
See the NAPLAN scales and proficiency standards section of this page for more information or read NAPLAN 2025 results – information for principals and teachers (PDF 146 KB).
The dates for release may vary by jurisdiction and schools should contact their TAA for more information.
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NAPLAN results for students, parents and carers (individual student reports)
All students who participate in NAPLAN receive an individual report of their results. Individual student reports are not provided for the NAP sample assessments.
NAPLAN individual student reports (ISRs) are provided to schools by the state or territory test administration authority.
From 2023, NAPLAN individual student results are reported against proficiency standards to provide parents and carers with clear information on student achievement.
The proficiency standards are set at a challenging but reasonable level expected for students at the time of NAPLAN testing. What NAPLAN assesses has not changed.
Reading a NAPLAN individual student report
The front page of the student report provides general information about the tests and an explanation of how to read the report.
The second and third pages show the student’s result in each assessment area. The results are classified into one of 4 proficiency levels: Exceeding, Strong, Developing and Needs additional support.
The report shows the student’s achievement against the national average for their year (shown as a black triangle) and the range of achievement for the middle 60% of students in their year level (shown as a light shaded rectangle). Reports in some states and territories also show the school average.
The final page of the report provides a brief summary of the skills typically demonstrated by students at each proficiency level. Longer descriptions of the skills typically demonstrated by a student at each proficiency level can be found at proficiency level descriptions.
Watch our video on reading NAPLAN ISRs (3:15) | transcript (PDF 130 KB):
See the Individual student report – brochure for parents/carers (PDF 173 KB). The brochure is also available in the following languages:
Translations © the Victorian Curriculum and Assessment Authority and reproduced with thanks.
Other resources for ISRs:
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NAPLAN scales and proficiency standards
Education ministers agreed that NAPLAN test results would be reported using proficiency standards from 2023. Together with the move to an earlier NAPLAN in March, these changes meet an initiative of the 2019 National School Reform Agreement.
The proficiency standards are reported on reset NAPLAN measurement scales that make better use of the online adaptive tests.
A new NAPLAN time series was established from 2023. Results from 2023 on cannot be directly compared to results from 2008 to 2022.
Scales
NAPLAN results are reported using measurement scales for each of the assessment areas of numeracy, reading, writing, spelling, and grammar and punctuation (these last 2 together are called conventions of language). There are 5 scales in all.
Proficiency standards
The NAPLAN proficiency standards include 4 proficiency levels for each assessment area at each year level:
- Exceeding: the student’s result exceeds expectations at the time of testing.
- Strong: the student’s result meets challenging but reasonable expectations at the time of testing.
- Developing: the student’s result indicates that they are working towards expectations at the time of testing.
- Needs additional support: the student’s result indicates that they are not achieving the learning outcomes expected at the time of testing. They are likely to need additional support to progress satisfactorily.
Each of the standards represents increasingly challenging skills and understandings as students move through the years of schooling.
The number and percentage of questions a student needs to answer correctly to achieve a result in a given level varies depending on the test domain, year level and, for non-writing tests, the student’s pathway through the tailored test.
A student’s score point on each scale is determined by the student’s total test score rather than the most difficult item correctly answered. Typically, students will be able to correctly answer most of the items that are below their score point and may correctly answer some of the items above their score point.
The diagram below illustrates the progression of proficiency levels from Year 3 to Year 9. It shows an average of the five assessment areas. There are slight variations between assessment areas – the precise location of each proficiency level on the NAPLAN scale is indicated in the table beneath the diagram.
Diagram: NAPLAN measurement scales averaged across domains
Table: NAPLAN scale score cut points between proficiency levels
| Domain
|
Year
|
Needs additional support / Developing
|
Developing / Strong
|
Strong / Exceeding
|
| Numeracy
|
3 |
311 |
378 |
493 |
| 5 |
386 |
451 |
577 |
| 7 |
431 |
500 |
632 |
| 9 |
463 |
536 |
673 |
| Reading |
3 |
282 |
368 |
481 |
| 5 |
377 |
448 |
555 |
| 7 |
430 |
500 |
603 |
| 9 |
464 |
539 |
639 |
| Writing |
3 |
296 |
370 |
503 |
| 5 |
385 |
455 |
570 |
| 7 |
439 |
511 |
614 |
| 9 |
469 |
553 |
647 |
| Spelling |
3 |
294 |
380 |
489 |
| 5 |
378 |
451 |
553 |
| 7 |
430 |
497 |
595 |
| 9 |
470 |
532 |
627 |
| Grammar and Punctuation |
3 |
312 |
404 |
523 |
| 5 |
397 |
470 |
582 |
| 7 |
444 |
513 |
620 |
| 9 |
460 |
545 |
649 |
Other resources:
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NAPLAN proficiency standards FAQs
How do parents track their child’s performance?
Parents and carers can use the individual student reports (ISRs) they received in 2023 and 2025 to compare their child’s proficiency levels. A student’s results compared to the national average and middle 60% of students can also be compared across 2023 and 2025. Results from 2023 on cannot be directly compared to results from 2008 to 2022.
ISRs also provide examples of the types of skills assessed in each test, and examples of the skills typically demonstrated by students at each proficiency level for the year level. Detailed proficiency level descriptions are available on the Proficiency level descriptions page of this website.
As students move through the NAPLAN years, the skills and understanding required to achieve each proficiency level increase in difficulty. A student who achieves the same proficiency level in successive years, such as Year 3 and Year 5, may still be making progress.
How do schools track student performance?
Schools can use the SSSR data they received in 2023 and 2025 (plus the additional proficiency level report issued in 2023 only) to compare proficiency levels for the same students, along with class and year group results. Schools can also use any additional data provided by their state/territory test administration authority (TAA) or other education authority to compare the 2 cycles. Results from 2023 on cannot be directly compared to results from 2008 to 2022.
Class and year group results can be tracked by measuring the proportion of students who sit within each proficiency level from 2023 – as the cohort moves from Year 7 to Year 9, for example, or for successive cohorts at the same year level.
On ACARA’s My School website, parents, carers and teachers can continue to see the average performance of students in each year level at their school through the Student results display. ‘Student progress’ and ‘Percentage of students making above average student progress’ is available for 2012–2021, and will be available in the future for 2023–2025 onwards.
A student’s result was in the ‘Developing’ level in Year 3 Numeracy and is still in ‘Developing’ in Year 5. Does this mean the student has made no progress?
As students move through the NAPLAN years, the skills and understanding required to achieve each proficiency level increase in difficulty. A student who achieves the same proficiency level in successive years, such as Year 3 and Year 5, may still be making progress.
Remember, NAPLAN tests are only one aspect of each school’s assessment and reporting process. Each student’s teacher will have the best insight into the student’s educational progress.
Is ‘Needs additional support’ the new national minimum standard?
The previous national minimum standard provided an approximate measure of which students needed additional support but identified too few of these students. It could also give the impression that a student had met learning expectations if they were above the national minimum standard. The new ‘Needs additional support’ level is a better representation of students who need additional support.
Is it only students in the ‘Needs additional support’ level who need specific support?
The ‘Needs additional support’ proficiency level is intended to identify students who are at risk of not progressing satisfactorily at school. Students with results in other levels may also need support in particular areas. Those in the ‘Developing’ level are likely to need more support than those in the ‘Exceeding’ and ‘Strong’ levels.
Teachers can use the information in these assessments together with their own knowledge of a student to identify if support is required for students in levels other than ‘Needs additional support’.