Bold claim: Australia’s Naplan standout schools are redefining what high achievement looks like in diverse classrooms. And this is where the story gets more intriguing than test scores alone.
When Ziyan Lin joined Carlingford West Public School for Year 5, the school year brought more than new subjects. Lin, a recent migrant from China who barely spoke English, found herself in one of New South Wales’ largest primary schools, home to about 1,636 students from foundation to Year 6. Yet she wasn’t alone: 96% of Carlingford West students come from language backgrounds other than English, speaking 44 different languages.
Each year, roughly 40 new migrants join the school. In some places, integrating such a multilingual, multicultural cohort can be challenging; at Carlingford West, it’s a core strength that helps the campus thrive.
On Wednesday, the Australian Curriculum, Assessment and Reporting Authority (ACARA) will publish a wave of new data on the My School website. The data includes annual funding, attendance, and Naplan results.
ACARA identified Carlingford West as one of 20 schools per state that overachieved across all Naplan domains compared with schools sharing similar socioeconomic backgrounds and prior starting scores. In 2025, the school scored in the top band in Years 3 and 5 across all Naplan domains.
Sonia Durney, the region’s EAL/D (English as an Additional Language or Dialect) leader, emphasizes inclusion through diversity. She notes that teachers leverage the rich experiences of students to enrich learning, describing the staff as a collective effort where everyone grows "on the shoulders of giants."
To support its diverse student body, Carlingford West employs a large team of EAL/D teachers and specialists who collaborate with classroom teachers to shape curriculum design. Mandarin, Korean, and Hindi are the primary languages taught, with extracurricular activities offered in native languages—from public speaking and poetry recitals to Korean drumming (described as loud but enjoyable).
New arrivals receive additional wraparound support during their first year. Parents and grandparents can access free English lessons outside school hours.
For Lin, this support translated into a buddy system with native speakers and intensive instruction from both her classroom teacher and an EAL/D specialist. By Term 3, a Mandarin-speaking peer joined her class, and Lin transitioned into a mentor role.
Lisa Roberts, the Year 4 assistant principal, describes the school as a “tightly run ship.” Each grade has an assistant principal who helps design teaching and learning programs and collaborates with teachers. Regular assessments identify strengths and weaknesses, guided by explicit teaching methods such as synthetic phonics, a structured approach that helps students articulate letters and sounds to accelerate reading comprehension.
Roberts reflects on the scale of the school: maintaining deep knowledge of every student and ensuring every student is valued is a constant challenge, yet central to the mission. She highlights that relationship-building is as crucial as academic instruction.
Attendance also reflects the school’s appeal. Carlingford West records an attendance rate of 94% for full-time equivalent student days, well above the national average of 88.8%. Word of mouth has attracted families—Carlingford West now hosts a considerable number of Mongolian students after a few families moved in 2020 and recommended the school to others.
Marta Piwonski, Year 5 assistant principal, says the recent top results were motivating rather than merely validating. The school maintains high expectations, aiming to foster a love of learning and ensure programs are engaging and relevant.
Year 5 student Vishrath Puskuri values the high standards: they push students to reach higher goals without overwhelming them. He summarizes the school motto, “do the best you can,” as a daily motivator.
Classmate Andrew Li appreciates the campus’s variety, from a library conducive to studying and relaxing to classrooms that help students “store our brains with information.” Other Year 5 peers, like Mishael Don, aspire to roles such as lawyer or engineer, while many hope to enter nearby selective high schools after finishing primary school.
Beyond academics, students pursue tangible rewards. Li aims to earn a coveted “key badge” for upholding school rules and citizenship across years, while Don looks forward to making lasting memories and seizing every opportunity, guided by teachers who believe in their potential.
