The primary school students of Coogee Boys’ Preparatory School ranked 16th in the 2021 NAPLAN results for New South Wales with a primary average score of 538.
Data from the National Assesment Program also showed that the Coogee Boys’ Preparatory School Year 3 students achieved a high score of 501.2, performing above average for Spelling, Grammar and Numeracy. It is the only institution in the Randwick City Council to place in the Top 20 best performing schools.
Here’s how the primary schools in the Sydney’s Eastern Suburbs ranked in the national test:
| SCHOOL | RANK |
| Sydney Grammar School, Darlinghurst | 1 |
| SCEGGS, Darlinghurst | 13 |
| Coogee Boys Preparatory School | 16 |
| Woollahra Public School | 25 |
| Ascham School, Edgecliff | 26 |
| Kambala, Rose Bay | 29 |
| Emanuel School, Randwick | 33 |
| McAuley Catholic Primary School, Rose Bay | 38 |
| Reddam House, Edgecliff | 41 |
| St Catherine’s College, Waverley | 59 |
Coogee Boys’ Preparatory School opened on Alison Road next to the Randwick Presbyterian Church in 1914 with 27 young students. For nearly a century, it has been maintained as the only privately owned boys’ preparatory school in Sydney’s Eastern Suburbs.
NAPLAN was cancelled in 2020 due to the pandemic but was reset in 2021 with a new commitment from NSW Education Minister Sarah Mitchell to introduce reforms in the School Success Model that will improve the students’ literacy and numeracy outcomes.
Ms Mitchell said that these reforms will be implemented in 2023. Some of the reforms include shifting the test from May to Term 1 with the results delivered early in the school year.
“These are necessary changes I have been pushing for over the past two years, particularly following the success of the NSW Check-In Assessments, which give teachers results within 48 hours,” the minister said.
“Currently the timing of NAPLAN means it is not diagnostic, as students sit the tests quite late and results are delivered months later, minimising their value in the classroom.”
“Delivering results earlier in the year means teachers have a better understanding of where their students are at and can develop classroom programs accordingly,” Ms Mitchell said.
“This is a win for teachers, students and their families. It ensures the assessment can be used more effectively and provides greater opportunity to improve learning outcomes.”
