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Australian Early Development Census

Community Profile 2015

Norfolk Island/Lord Howe Island,NSW

AEDC Community Profile 2015: Additional Resources |

Contents

About this document...............................................................................3

1: About the Australian Early Development Census..................................4How to use this AEDC data....................................................................................5

2: This community....................................................................................7Location...............................................................................................................7AEDC local communities included.........................................................................7Local communities not included............................................................................7

3: This community’s demographic results.................................................8Background Information.......................................................................................8Early education...................................................................................................10Special needs......................................................................................................11Transition to school............................................................................................11

4: Comparing results..............................................................................13Comparing results: 2009, 2012 and 2015............................................................13What can be compared?.....................................................................................13How to compare your results..............................................................................13Using the critical difference – is there a significant change?.................................13Critical difference – is the change from 2012 to 2015 significant?........................15

5: Emerging trends in child development in this community..................18Number and percentage of children developmentally vulnerable 2009 to 2015...20Emerging trends on the physical health and wellbeing domain............................21Emerging trends on the social competence domain............................................25

Emerging trends on the emotional maturity domain...........................................27Emerging trends on the language and cognitive skills (school-based) domain......29Emerging trends on the communication skills and general knowledge domain....31

6: AEDC results for local communities....................................................33Physical health and wellbeing domain results......................................................35Social competence domain results......................................................................36Emotional maturity domain results.....................................................................37Language and cognitive skills (school-based) domain results...............................38Communication skills and general knowledge domain results..............................39Results for vulnerability on one or more domain(s) and on two or more domains 40

Appendix 1: Critical difference estimates...............................................41Critical difference for developmentally on track children.....................................41Critical difference for developmentally at risk children........................................42Critical difference for developmentally vulnerable children.................................43

Appendix 2: Additional resources...........................................................45Key resources to help you get the most from this Community Profile...................45AEDC resources at a glance.................................................................................45

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Copyright and other information©2016 Commonwealth of Australia.

Since 2002, the Australian Government has worked in partnership with eminent child health research institutes – Centre for Community Child Health, The Royal Children’s Hospital, Melbourne; and the Telethon Kids Institute, Perth – to deliver the Australian Early Development Index (AEDI) programme to communities nationwide.

On 1 July 2014, AEDI programme became known as the Australian Early Development Census (AEDC), and was launched through a new website1. The Australian Government continues to work with its partners, and with state and territory governments to implement the AEDC.

Document stock code: 1506-136-1

ISSN: 2206-1614

1 www.aedc.gov.au

1: About the Australian Early Development CensusIn 2009, Australia became the first country in the world to collect national data on the developmental health and wellbeing of all children starting school. The success of the 2009 data collection laid the foundation for the Australian Government’s commitment to ongoing Australian Early Development Census (AEDC) data collection cycles. The second collection occurred in 2012, and the third in 2015.

The AEDC measures the development of children in Australia in their first year of full-time school. AEDC data is collected using an adapted version of the Early Development Instrument, which was developed in Canada.

The Australian version of the Early Development Instrument consists of approximately 100 questions across five key domains, which are closely linked to child health, education and social outcomes:

physical health and wellbeing social competence emotional maturity language and cognitive skills (school-based) communication skills and general knowledge.

Table 1 describes each developmental domain.

Table 1 – Descriptions of the AEDC developmental domains.

Domain Icon Domain description

Physical health and wellbeing

Children’s physical readiness for the school day, physical independence and gross and fine motor skills.

Social competence Children’s overall social competence, responsibility and respect, approach to learning and readiness to explore new things.

Emotional maturity Children’s pro-social and helping behaviours and absence of anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Language and cognitive skills (school-based)

Children’s basic literacy, interest in literacy, numeracy and memory, advanced literacy and basic numeracy.

Communication skills and general knowledge

Children’s communication skills and general knowledge based on broad developmental competencies and skills.

For each of the five AEDC domains, children receive a score between zero and ten, where zero is most developmentally vulnerable.

In 2009, when the AEDC was first completed nationally, a series of cut-off scores was established for each of the five domains:

Children falling below the 10th percentile were categorised as ‘developmentally vulnerable’

Children falling between the 10th and 25th percentile were categorised as ‘developmentally at risk’

All other children were categorised as ‘developmentally on track’.

AEDC Community Profile 2015 – 1: About the Australian Early Development Census –

The cut-off scores set in 2009 provide a reference point against which later AEDC results can be compared. These have remained the same for all data collections. For example, nationally in the 2015 AEDC, only 6.5 per cent of children were considered developmentally vulnerable on the language and cognitive development domain, using the cut-off scores established in 2009.

For further information about the domains and domain characteristics (developmentally on track, at risk and vulnerable) please refer to the fact sheet About the AEDC domains2. Links to additional AEDC resources can be found in Appendix 2.

How to use this AEDC dataThe AEDC provides important information to communities, governments and schools to support their planning and service provision. The early environments and experiences children are exposed to shape their development. The AEDC is considered to be a measure of how well children and families are supported from conception through to school age.

Research shows that investing time, effort and resources in children’s early years, when their brains are developing rapidly, benefits children and the whole community. Early developmental gains support children through their school years and beyond.

The AEDC helps communities understand how children are developing before they start their first year of full-time school, what is being done well and what can be improved. Communities can use the AEDC to help identify services, resources and support to meet the needs of their community.

The AEDC data is a powerful tool for initiating conversations and partnerships across education, health and community services. By providing a common ground from which key stakeholders can work together, the AEDC can enable communities to form partnerships to plan and implement activities, programmes and services to help shape the future and wellbeing of children in Australia. Connecting with key stakeholders, particularly early childhood education and care services, can give communities the opportunity to reach families in ways that are not resource intensive.

When reviewing the information in this profile consider:

What are the strengths and vulnerabilities of children in the community?

How does this community compare to other similar communities, the state or territory or the Australian average?

What factors may be contributing to the proportion and number of children who are developmentally vulnerable in the community?

What other demographic and community data would be useful to add context to the AEDC data?

2 http://www.aedc.gov.au/abtdom


http://www.aedc.gov.au/abtdom

When exploring this community’s AEDC results you may wish to consider how well connected the network of community stakeholders is and who provides services to children and families. Ask:

are families well informed about what is available in the community?

does my community have well established referral pathways for connecting families to services and supports?

does my community have well connected services that work collaboratively to deliver well coordinated ‘joined up’ services across services systems and sectors?

Also consider how stakeholders can connect strategically with the community and families to:

be informed about what is happening for children in the community

discuss what could be done to better support children’s development in the early years

collaborate in the development and implementation of a community plan that strategically provides a vision and direction for early years’ service provision within the community.

Refer to the AEDC User Guides3 for ideas and strategies on how to respond to AEDC data and connecting with this community.

3 https://www.aedc.gov.au/resources/user-guides


https://www.aedc.gov.au/resources/user-guides

2: This communityResults are reported based on where children live, not where they go to school.

Norfolk Island/Lord Howe Island, NSW

For more information on community boundaries refer to the AEDC fact sheet Understanding community boundaries4.

Location

Norfolk Island/Lord Howe Island is in the Norfolk and Lord Howe Islands region of NSW.

AEDC local communities included

Lord Howe Island, Norfolk Island.

Local communities not included

Across the 2009, 2012 and 2015 AEDC data collections some local communities may not have always been included in a Community Profile due to there being insufficient AEDC data available for reporting purposes in any particular year.

For the purposes of the AEDC, data for the following local communities, which are part of Norfolk Island/Lord Howe Island, have either never, or only sometimes, been reported in a Community Profile:

Local communities included in some but not all years:Not applicable.

Local communities not included in any years to date:Lord Howe Island, Norfolk Island.

Results for these local communities have nevertheless been included in Community results for Norfolk Island/Lord Howe Island.

For more information refer to the Definition of AEDC terms5 factsheet.

4 http://www.aedc.gov.au/ucb5 http://www.aedc.gov.au/defterm

AEDC Community Profile 2015 – 2: This community –

http://www.aedc.gov.au/defterm

http://www.aedc.gov.au/ucb

3: This community’s demographic results

The following tables show emerging trends for this community, including important information on demographics, early education experiences, special needs, and transition to school.

Background Information

Table 2.1 – Demographic information about this community (Number only6 2009–2015).

Demographics 2009 2012 2015(Number) (Number) (Number)

Total number of children included - 31 29

Schools contributing to the results - 2 2

Teachers contributing to the results - 2 2

Mean age of children at completion - 5.7 5.7

6 Percentage values are not applicable and/or are unavailable.

AEDC Community Profile 2015 – 2: This community –

Table 2.2 – Further demographic information about this community (Number and Percentage, 2009–2015).

Demographics 2009 2009 2012 2012 2015 2015(Number of

children)(Percentage of children - %)

(Number of children)

(Percentage of children - %)



Sex - Male children - - 16 51.6 14 48.3

Sex - Female children - - 15 48.4 15 51.7

Indigenous children - - 0 0.0 ≤3 ≤10.3

Children born in another country - - 18 58.1 ≤3 ≤10.3

Children with English as a second language - - ≤3 ≤9.7 ≤3 ≤10.3

Children who speak a language other than English at home (LBOTE7) and who ARE proficient in English

- - 10 32.3 4 13.8

Children who speak a language other than English at home (LBOTE) and who are NOT proficient in English

- - ≤3 ≤9.7 ≤3 ≤10.3

Children with a primary care giver who reported they completed some form of post-school qualification8 - - - - 21 80.8

Note: Percentage values have been rounded. Figures may not add up to 100% due to rounding.

7 See the Definition of AEDC terms fact sheet www.aedc.gov.au/defterm8 This data was not collected for the 2009 and 2012 AEDC. In 2015 data was collected for 40% of primary care givers nationally.

AEDC Community Profile 2015 – 3: This community’s demographic results –

Early education

Table 3 – Early education emerging trends9.

Early education 2009 2009 2012 2012 2015 2015(Number of






Playgroup - - 5 16.1 9 31.0

Day care - - 21 67.7 16 55.2

Preschool or kindergarten - - 22 71.0 23 79.3

Family day care - - ≤3 ≤9.7 ≤3 ≤10.3

Grandparent - - ≤3 ≤9.7 6 20.7

Other relative - - 0 0.0 ≤3 ≤10.3

Nanny - - ≤3 ≤9.7 ≤3 ≤10.3

Other - - 0 0.0 ≤3 ≤10.3

Note: Percentage values have been rounded.

9 Includes only children where teachers knew they had a non-parental early childhood education and/or care experience in the year before entering full-time school.


Special needs

Table 4 – Special needs emerging trends.

Special needs 2009 2009 2012 2012 2015 2015(Number of






Children with special needs status - - ≤3 ≤9.7 0 0.0

Children needing further assessment (e.g. medical and physical, behaviour management, emotional and cognitive development)

- - 0 0.0 6 20.7


Transition to school

Table 5.1 – Teachers’ responses to question: “Would you say that this child is making good progress in adapting to the structure and learning environment of the school?”

Teacher(s) responses 2009 2009 2012 2012 2015 2015(Number of






True - - - - 28 96.6

Not true - - - - ≤3 ≤10.3

Don't know - - - - ≤3 ≤10.3



Table 5.2 – Teachers’ responses to question: “Would you say that this child has parents(s)/caregiver(s) who are actively engaged with the school in supporting their child’s learning?”







True - - - - 26 89.7

Not true - - - - ≤3 ≤10.3

Don't know - - - - ≤3 ≤10.3


Table 5.3 – Teachers’ responses to question: “Would you say that this child is regularly read to/encouraged in his/her reading at home, as far as you can tell?”







True - - - - 25 86.2

Not true - - - - 4 13.8

Don't know - - - - 0 0.0



4: Comparing results

Comparing results: 2009, 2012 and 2015

With data sets covering three collections, your community can compare results from 2009, 2012 and 2015. Comparing results can assist the community to think about changes in children’s development over that time.

What can be compared?

The percentage of children in 2009, 2012 and 2015 who are:

developmentally on track, at risk, or vulnerable on each of the five domains

vulnerable on one or more domain(s) vulnerable on two or more domains.

How to compare your results

Most communities will see some change in the percentage of children who are developmentally on track, at risk or vulnerable in 2015 compared to previous years. In some cases this difference will be small and in others, it will be more substantial.

To assist communities to make informed decisions about whether there has been a large enough change in the percentage of children considered developmentally on track, at risk or vulnerable over time to be considered significant, a method described as the critical difference has been developed.

The critical difference is the minimum percentage point change required between collection cycles (2009, 2012 and 2015) for the results to represent a ‘significant change’ in children’s development.

Using the critical difference – is there a significant change?

Appendix 1 provides information on the critical difference required to indicate a significant change for communities of different sizes for children who are developmentally on track, at risk and vulnerable on each of the five developmental domains.

The community may have a different number of children with valid scores, on each of the AEDC domains and summary indicators from one collection to another. The smaller of the two numbers should be used in the critical difference table.

AEDC Community Profile 2015 – 4: Comparing results –

For example, if the community of Sometown had 56 children with a valid score in the social competence domain in 2012 and 81 children in 2015, then you should find the row in the correct category of developmentally on track, at risk or vulnerable, that is relevant for a community with 56 children (not 81 children), and look at the critical difference in that row (the 40-59 children row).

Table 29 in Appendix 1 shows that Sometown would need to see a change of at least 6.2 percentage points to represent a significant change from 2012 and 2015 in the percentage developmentally vulnerable in the social competence domain.

The critical difference calculation takes into account the number of children included in the AEDC data collections and variation between teachers in the way they assess children.

For more information on the calculation of the critical difference, see the AEDC technical report Calculation of the Critical Difference10.

10 http://www.aedc.gov.au/trcd


http://www.aedc.gov.au/trcd

Critical difference – is the change from 2012 to 2015 significant?

Tables 6.1–6.4 provide information on whether there was a significant change between 2012 and 2015 in this community for all domains and the summary indicators.

Developmentally on track

Table 6.1 – Domain results for developmentally on track children in this community, including critical differences11 (2012-2015 comparison).

AEDC domain

2012 20152012-2015 change in percent on

track

Critical difference

Significant changeDevelopmentally on track Developmentally on track

(Number ofchildren)

(Percentage ofchildren - %)

(Number ofchildren)


Physical health and wellbeing 28 96.6 28 96.6 0.0 12.5 No significant change

Social competence 24 82.8 21 72.4 -10.3 9.4 Significant decrease

Emotional maturity 26 89.7 21 72.4 -17.2 9.8 Significant decrease

Language and cognitive skills (school-based) 28 96.6 25 86.2 -10.3 10.1 Significant decrease

Communication skills and general knowledge 24 82.8 26 89.7 6.9 11.2 No significant change


11 Critical difference estimates are shown in Appendix 1.


Developmentally at risk

Table 6.2 – Domain results for at risk children in this community, including critical differences12 (2012-2015 comparison).

AEDC domain


track

Critical difference

Significant changeDevelopmentally at risk Developmentally at risk

(Number ofchildren)


(Number ofchildren)



Social competence 4 13.8 7 24.1 10.3 11.9 No significant change

Emotional maturity 2 6.9 5 17.2 10.3 12.8 No significant change

Language and cognitive skills (school-based) 1 3.4 3 10.3 6.9 12.7 No significant change

Communication skills and general knowledge 3 10.3 2 6.9 -3.4 13.6 No significant change




Developmentally vulnerable

Table 6.3 – Domain results for developmentally vulnerable children in this community, including critical differences13 (2012-2015 comparison).

AEDC domain


track

Critical difference

Significant changeDevelopmentally vulnerable Developmentally vulnerable

(Number ofchildren)


(Number ofchildren)



Social competence 1 3.4 1 3.4 0.0 7.2 No significant change

Emotional maturity 1 3.4 3 10.3 6.9 8.5 No significant change

Language and cognitive skills (school-based) 0 0.0 1 3.4 3.4 7.9 No significant change

Communication skills and general knowledge 2 6.9 1 3.4 -3.4 9.5 No significant change


Table 6.4 – Summary indicator results for developmentally vulnerable children in this community, including critical differences (2012-2015 comparison).

AEDC domain


track

Critical difference

Significant changeDevelopmentally vulnerable Developmentally vulnerable

(Number ofchildren)


(Number ofchildren)


Vulnerable on one or more domains(s) 3 10.3 4 13.8 3.4 12.5 No significant change

Vulnerable on two or more domains 1 3.4 2 6.9 3.4 9.0 No significant change




5: Emerging trends in child development in this communityAs data is available from three points in time, we can start to consider emerging trends. Figure 2 shows change in the percentages of developmentally vulnerable children in this community from 2009 to 2015.

The following pages show emerging trends for each AEDC domain in more detail.

The graphed data in Figure 2 is repeated in Table 7, below.

Figure 2 – Emerging trends in developmental vulnerability for this community, showing change in percentage (2009 to 2015).

AEDC Community Profile 2015 – 5: Emerging trends in child development in this community –

Table 7 – Emerging trends in developmental vulnerability for this community, showing change in percentage (2009 to 2015).

AEDC domain 2009 2012 2015(Percentage of children - %) (Percentage of children - %) (Percentage of children - %)

Physical health and wellbeing - 0.0 0.0

Social competence - 3.4 3.4

Emotional maturity - 3.4 10.3

Language and cognitive skills (school-based) - 0.0 3.4

Communication skills and general knowledge - 6.9 3.4

Vulnerable on one or more domains - 10.3 13.8

Vulnerable on two or more domains - 3.4 6.9



Number and percentage of children developmentally vulnerable 2009 to 2015.

Table 8.1 presents the number and percentage of children for this community who were developmentally vulnerable on each of the five AEDC domains. Table 8.2 shows results for the summary indicators for this community ‘vulnerable on one or more domain(s)’, and ‘vulnerable on two or more domains’.

These results are further explored for each individual developmental domain in the sections that follow.

Table 8.1 – Number and percentage of children developmentally vulnerable by AEDC domain.

AEDC domain 2009 2009 2012 2012 2015 2015(Number of






Physical health and wellbeing - - 0 0.0 0 0.0

Social competence - - 1 3.4 1 3.4

Emotional maturity - - 1 3.4 3 10.3

Language and cognitive skills (school-based) - - 0 0.0 1 3.4

Communication skills and general knowledge - - 2 6.9 1 3.4

Note: Each percentage is calculated from the number of children with valid AEDC scores on the domain. Figures may not add up to 100% due to rounding.

Table 8.2 – Number and percentage of children developmentally vulnerable on one or more domain(s), and on two or more domains.

Summary indicator 2009 2009 2012 2012 2015 2015(Number of






Vulnerable on one or more domain(s) - - 3 10.3 4 13.8

Vulnerable on two or more domains - - 1 3.4 2 6.9

Note: Each percentage is calculated from the number of children with valid AEDC scores on the domain. Figures may not add up to 100% due to rounding.


Emerging trends on the physical health and wellbeing domain


This domain measures children’s physical readiness for the school day, physical independence, and gross and fine motor skills.

Figure 3, shows the percentage of developmentally on track, at risk and vulnerable children for this community on the physical health and wellbeing domain for the last three AEDC data collections (2009-2015).

For more information about the five AEDC developmental domains, refer to the fact sheet About the AEDC domains14.

Table 9 provides an explanation of the characteristics of the physical health and wellbeing domain in relation to children who would be considered developmentally on track, at risk or vulnerable.


Table 9 – Characteristics of the physical health and wellbeing domain.




Children developmentally on track Almost never have problems that interfere with their ability to physically cope with the school day. These children are generally independent, have excellent motor skills, and have energy levels that can get them through the school day.

Children developmentally at risk Experience some challenges that interfere with their ability to physically cope with the school day. This may include being dressed inappropriately, frequently late, hungry or tired. Children may also show poor coordination skills, have poor fine and gross motor skills, or show poor to average levels of energy levels during the school day.

Children developmentally vulnerable Experience a number of challenges that interfere with their ability to physically cope with the school day. This may include being dressed inappropriately, frequently late, hungry or tired. Children are usually clumsy and may have fading energy levels.



Figure 3 – Emerging trends on the physical health and wellbeing domain. Table 10 – Emerging trends on the physical health and wellbeing domain.

Emerging trend 2009 2012 2015

Percentage of children developmentally on track (%)

- 96.6 96.6

Percentage of children developmentally at risk (%)

- 3.4 3.4

Percentage of children developmentally vulnerable (%)

- 0.0 0.0

Note: Figures may not add up to 100% due to rounding.

Patterns of vulnerability vary across the physical health and wellbeing domain: for example, children might be coming to school hungry but still have developmentally appropriate fine and gross motor skills. As such, sub-domains are reported for the physical health and wellbeing domain in Tables 11.1–11.3, below, enabling communities to make better sense of these results.

Note: the physical health and wellbeing domain is the only AEDC domain that is reported with sub-domain analysis.


Emerging trends on the physical health and wellbeing domain sub-domains

Physical health and wellbeing sub-domains

Physical readiness for school dayChildren developmentally vulnerable on this sub-domain have at least sometimes experienced coming unprepared for school by being dressed inappropriately, coming to school late, hungry or tired.

Table 11.1 – Children developmentally vulnerable on the physical health and wellbeing sub-domain “physical readiness for school day” (2009, 2012 and 2015).

'Physicalreadiness forschool day'sub-domain

2009 2009 2012 2012 2015 2015

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)


- - 1 3.4 0 0.0

Physical independenceChildren developmentally vulnerable on this sub-domain range from those who have not developed independence or handedness or coordination, to those who have not developed any of these skills.

Table 11.2 – Children developmentally vulnerable on the physical health and wellbeing sub-domain “physical independence” (2009, 2012 and 2015).

'Physicalindependence'sub-domain

2009 2009 2012 2012 2015 2015

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)


- - 0 0.0 0 0.0


Emerging trends on the physical health and wellbeing domain sub-domains

Gross and fine motor skillsChildren developmentally vulnerable on this sub-domain could have poor fine and gross motor skills and/or poor overall energy levels during the school day.

Table 11.3 – Children developmentally vulnerable on the physical health and wellbeing sub-domain “gross and fine motor skills” (2009, 2012 and 2015).

'Gross and finemotor skills'sub-domain

2009 2009 2012 2012 2015 2015

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)

(No. ofchildren)

(% ofchildren)


- - 0 0.0 0 0.0


Emerging trends on the social competence domain


This domain measures children’s overall social competence, responsibility and respect, approaches to learning, and readiness to explore new things.

Figure 4 shows changes in the percentages of developmentally on track, at risk and vulnerable children for this community on the social competence domain for the last three AEDC data collections (2009-2015).

For more information about the five AEDC developmental domains, refer to the AEDC factsheet About the AEDC domains15.

Table 12 provides an explanation of the characteristics of the social competence domain in relation to children who would be considered developmentally on track, at risk or vulnerable.


Table 12 – Characteristics of the social competence domain.




Children developmentally on track Almost never have problems getting along, working, or playing with other children; are respectful to adults, are self-confident, are able to follow class routines; and are capable of helping others.

Children developmentally at risk Experience some challenges in the following areas: getting along with other children and teachers, playing with a variety of children in a cooperative manner, showing respect for others and for property, following instructions and class routines, taking responsibility for their actions, working independently, and exhibiting self-control and self-confidence.

Children developmentally vulnerable Experience a number of challenges with poor overall social skills. For example children who do not get along with other children on a regular basis, do not accept responsibility for their own actions and have difficulties following rules and class routines. Children may be disrespectful of adults, children, and others’ property; have low self-confidence and self-control, do not adjust well to change; and are usually unable to work independently.



Figure 4 – Emerging trends on the social competence domain. Table 13 – Emerging trends on the social competence domain.



- 82.8 72.4


- 13.8 24.1


- 3.4 3.4




Emerging trends on the emotional maturity domain

This domain measures children’s pro-social and helping behaviour, anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Figure 5 shows changes in the percentages of developmentally on track, at risk and vulnerable children for this community on the emotional maturity domain for the last three AEDC data collections (2009-2015).


Table 14 provides an explanation of the characteristics of the emotional maturity domain in relation to children who would be considered developmentally on track, at risk or vulnerable.

Table 14 – Characteristics of the emotional maturity domain.





Children developmentally on track Almost never show aggressive, anxious, or impulsive behaviour. Children will have good concentration and will often help other children.

Children developmentally at risk Experience some challenges in the following areas: helping other children who are hurt, sick or upset, inviting other children to join in activities, being kind to other children, and waiting their turn in activities. They will sometimes experience problems with anxious behaviours, aggressive behaviour, temper tantrums, or problems with inattention or hyperactivity.

Children developmentally vulnerable Experience a number of challenges related to emotional regulation. For example problems managing aggressive behaviour, being prone to disobedience and/or easily distracted, inattentive, and impulsive. Children will usually not help others and are sometimes upset when left by their caregiver.



Figure 5 – Emerging trends on the emotional maturity domain. Table 15 – Emerging trends on the emotional maturity domain.



- 89.7 72.4


- 6.9 17.2


- 3.4 10.3



Emerging trends on the language and cognitive skills (school-based) domain


This domain measures children’s basic literacy, interest in literacy, numeracy and memory, advanced literacy and basic numeracy.

Figure 6 shows changes in the percentages of developmentally on track, at risk and vulnerable children for this community on the language and cognitive skills (school-based) domain for the last three AEDC data collections (2009-2015).


Table 16 provides an explanation of the characteristics of the language and cognitive skills (school-based) domain in relation to children who would be considered developmentally on track, at risk or vulnerable.

Table 16 – Characteristics of the language and cognitive skills (school-based) domain.





Children developmentally on track Children will be interested in books, reading and writing, and basic math; capable of reading and writing simple sentences and complex words. Will be able to count and recognise numbers and shapes.

Children developmentally at risk Have mastered some but not all of the following literacy and numeracy skills: being able to identify some letters and attach sounds to some letters, show awareness of rhyming words, know writing directions, being able to write their own name, count to 20, recognise shapes and numbers, compare numbers, sort and classify, and understand simple time concepts. Children may have difficultly remembering things, and show a lack of interest in books, reading, maths and numbers, and may not have mastered more advanced literacy skills such as reading and writing simple words or sentences.

Children developmentally vulnerable Experience a number of challenges in reading/writing and with numbers; unable to read and write simple words, will be uninterested in trying, and often unable to attach sounds to letters. Children will have difficulty remembering things, counting to 20, and recognising and comparing numbers; and usually not interested in numbers.

Figure 6 – Emerging trends on the language and cognitive skills (school-based) domain.



Table 17 – Emerging trends on the language and cognitive skills (school-based) domain.



- 96.6 86.2


- 3.4 10.3


- 0.0 3.4



Emerging trends on the communication skills and general knowledge domain


This domain measures children’s communication skills and general knowledge based on broad developmental competencies and skills measured in the school context.

Figure 7 shows changes in the percentages of developmentally on track, at risk and vulnerable children for this community on the communication skills and general knowledge domain for the last three AEDC data collections (2009-2015).


Table 18 provides an explanation of the characteristics of the communication skills and general knowledge domain in relation to children who would be considered developmentally on track, at risk or vulnerable.

Table 18 – Characteristics of the communication skills and general knowledge domain.





Children developmentally on track Children will have excellent communication skills, can tell a story and communicate easily with both children and adults, and have no problems with articulation.

Children developmentally at risk Have mastered some but not all of the following communication skills: listening, understanding and speaking effectively in English, being able to articulate clearly, being able to tell a story and to take part in imaginative play. Children may not know some basic general knowledge about the word such as knowing that leaves fall in autumn, apple is fruit, and dogs bark.

Children developmentally vulnerable Children will have poor communication skills and articulation; have limited command of English (or the language of instruction), have difficulties talking to others, understanding, and being understood; and have poor general knowledge.

Figure 7 – Emerging trends on the communication skills and general knowledge domain.



Table 19 – Emerging trends on the communication skills and general knowledge domain (Percentages shown).



- 82.8 89.7


- 10.3 6.9


- 6.9 3.4



6: AEDC results for local communitiesThis section presents national, state/territory, community and local community results for each of the five AEDC domains, as well as the two summary indicators (vulnerable on one or more domain(s) and vulnerable on two or more domains).

AEDC geographic boundaries were defined for the whole country to ensure that the data is reported in the most useful way that aligns with commonly understood geographies, such as suburbs. Those boundaries enable AEDC results to be reported at the four different geographic levels.

AEDC local communities represent the smallest geographic areas. In most cases, AEDC local community boundaries are equivalent to suburbs.

The 2015 communities and local communities are not all exactly the same as those reported in 2009 and 2012.

For the 2012 AEDC results, some 2009 AEDC local communities were combined or split to provide 2012 AEDC results to as many Australian communities as possible. In some cases, local communities that received AEDC results in 2009 were combined with surrounding area/s to have sufficient numbers of children for releasing results. In other cases, some 2009 AEDC local communities may have been separated in 2012.

To enable accurate comparisons with the Census of Population and Housing, and other socio-demographic data from the ABS, the 2009, 2012 and 2015 AEDC boundaries have been brought into alignment with the SA1 (Statistical Area 1) building blocks geography released by the ABS in 2011.

Local community boundaries were kept as similar to the 2012 boundaries as possible. However, when local community boundaries were altered, consideration was given to population, geography, socioeconomic status and service provision.

Tables 21–26 show the number of children with valid scores, as well as percentages of children developmentally on track, at risk and vulnerable for this community. The tables provide data for the local communities. They also show community, state/territory and national data to provide context for:

each of the 2009, 2012 and 2015 AEDC data collections the AEDC domains:

o physical health and wellbeingo social competenceo emotional maturityo language and cognitive skills (school-based)o communication skills and general knowledge.

the two summary indicators: o developmentally vulnerable on one or more domain(s)

AEDC Community Profile 2015 – 6: AEDC results for local communities –

o developmentally vulnerable on two or more domains. Table 20 describes each developmental domain and a comprehensive definition of all five AEDC domains is given in the fact sheet About the AEDC domains19.

The history of boundary change means that some local communities may not have data for all years in Tables 21–26. This is indicated in the table cells with a hyphen symbol ‘-’.

A hyphen symbol ‘-’ may also appear if the number of valid scores for a particular data collection year is insufficient. For more information, refer to the AEDC factsheet Understanding community boundaries20.

To understand the data shown in the following tables, it is important to take note of the number of children measured, as well as the percentages and the critical difference for each indicator.

Appendix 1 presents the critical difference estimates for communities of different sizes, which can be used to understand whether change over time is statistically significant.

19 http://www.aedc.gov.au/abtdom20 www.aedc.gov.au/ucb





Table 20 – Descriptions of the AEDC developmental domains.

Domain Icon Domain description

Physical health and wellbeing

Children’s physical readiness for the school day, physical independence and gross and fine motor skills.

Social competence Children’s overall social competence, responsibility and respect, approach to learning and readiness to explore new things.

Emotional maturity Children’s pro-social and helping behaviours and absence of anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Language and cognitive skills (school-based)

Children’s basic literacy, interest in literacy, numeracy and memory, advanced literacy and basic numeracy.

Communication skills and general knowledge

Children’s communication skills and general knowledge based on broad developmental competencies and skills.


Physical health and wellbeing domain results

This domain measures children’s physical readiness for the school day, physical independence, and gross and fine motor skills.

Table 21 – Communities in context: Physical health and wellbeing domain results – showing national, state/territory, community and local communitylevels (2009, 2012 and 2015).

Region(including localcommunities)21

Number of children with valid scores

Developmentally on track (%)

Developmentally at risk (%)

Developmentally vulnerable (%)

2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 247232 273922 286913 77.7 77.3 77.3 13.0 13.4 13.0 9.3 9.3 9.7

NSW 82960 89481 91262 78.5 78.1 77.8 12.9 13.7 13.7 8.6 8.3 8.5

Norfolk Island/Lord Howe Island - 29 29 - 96.6 96.6 - 3.4 3.4 - 0.0 0.0

Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -


21 An additional limited AEDC collection took place in 2010 to include children from underrepresented communities. These results are reported in the 2009 results at a community level, though not included in the national and state/territory total.


Social competence domain results

This domain measures children’s overall social competence, responsibility and respect, approaches to learning, and readiness to explore new things.

Table 22 – Communities in context: Social competence domain results – showing national, state/territory, community and local community levels (2009, 2012 and 2015).






2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 247189 273534 286848 75.4 76.5 75.2 15.2 14.3 15.0 9.5 9.3 9.9

NSW 82946 89373 91245 77.2 78.0 76.5 14.1 13.5 14.3 8.4 8.1 8.7


Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -




Emotional maturity domain results

This domain measures children’s pro-social and helping behaviour, anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention.

Table 23 – Communities in context: Emotional maturity domain results – showing national, state/territory, community and local community levels (2009, 2012 and 2015).






2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 246197 272682 285801 75.6 78.1 76.4 15.5 14.2 15.3 8.9 7.6 8.4

NSW 82616 88988 90803 78.3 81.2 79.1 14.3 12.6 14.0 7.4 6.2 6.8


Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -




Language and cognitive skills (school-based) domain results

This domain measures children’s basic literacy, interest in literacy, numeracy and memory, advanced literacy and basic numeracy.

Table 24 – Communities in context: Language and cognitive skills (school-based) domain results – showing national, state/territory, community and local community levels (2009, 2012 and 2015).






2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 246810 273896 286648 77.1 82.6 84.6 14.0 10.6 8.9 8.9 6.8 6.5

NSW 82899 89450 91199 84.6 87.2 87.9 9.5 8.0 7.3 5.9 4.8 4.8


Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -




Communication skills and general knowledge domain results

Communication skills and general knowledge domain results

This domain measures children’s communication skills and general knowledge based on broad developmental competencies and skills measured in the school context.

Table 25 – Communities in context: Communication skills and general knowledge domain results – showing national, state/territory, community and local community levels (2009, 2012 and 2015).






2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 247212 273855 286913 75.0 74.7 76.3 15.8 16.3 15.1 9.2 9.0 8.5

NSW 82948 89460 91263 75.0 74.7 75.9 15.8 16.8 16.1 9.2 8.5 8.1


Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -




Results for vulnerability on one or more domain(s) and on two or more domains

Table 26 – Vulnerable on one or more domain(s) and on two or more domains – showing national, state/territory, community and local communitylevels (2009, 2012 and 2015).


Number of childrenwith valid scores

(one or more domains)

Vulnerable on one or moredomains(s) (%)

Number of childrenwith valid scores

(two or more domains)

Vulnerable on two or moredomains(s) (%)

2009 2012 2015 2009 2012 2015 2009 2012 2015 2009 2012 2015

Australia 246421 272282 286041 23.6 22.0 22.0 246873 273275 286616 11.8 10.8 11.1

NSW 82710 88921 90956 21.3 19.9 20.2 82866 89260 91143 10.3 9.2 9.6

Norfolk Island/Lord Howe Island - 29 29 - 10.3 13.8 - 29 29 - 3.4 6.9

Lord Howe Island - - - - - - - - - - - -

Norfolk Island - - - - - - - - - - - -




Appendix 1: Critical difference estimates

Critical difference for developmentally on track children

This table shows the critical difference for each of the five domains. This table can be used to explore changes in the percentages of on track children on each AEDC indicator. For further information refer to 4: Comparing the results.

Table 27 – On track critical difference percentage points for the five AEDC domains.

Community size (number of children)

Developmentally on track critical difference percentage points

Physical health and wellbeing (%) Social competence (%) Emotional maturity (%) Language and cognitive

skills (school-based) (%)Communication skills and general knowledge (%)

15-19 17.3 12.9 13.5 13.9 15.6

20-24 15.0 11.2 11.7 12.0 13.5

25-29 13.4 10.1 10.5 10.8 12.1

30-39 12.3 9.2 9.6 9.9 11.1

40-59 10.6 8.0 8.4 8.6 9.6

60-79 8.7 6.6 6.9 7.0 7.8

80-99 7.6 5.7 6.0 6.1 6.8

100-199 6.8 5.1 5.4 5.5 6.1

200-299 4.8 3.7 3.8 3.9 4.3

300-699 3.9 3.0 3.1 3.2 3.5

700-1499 2.6 2.0 2.1 2.1 2.3

1500-2499 1.8 1.4 1.4 1.5 1.6

2500-3499 1.4 1.1 1.1 1.1 1.2

3500-6000 1.2 0.9 1.0 1.0 1.0

AEDC Community Profile 2015 – Appendix 1: Critical difference estimates –

Critical difference for developmentally at risk children

This table shows the critical difference for each of the five domains. This table can be used to explore changes in the percentages of at risk children on each AEDC indicator. For further information refer to 4: Comparing the results.

Table 28 – At risk critical difference percentage points for the five AEDC domains.


Developmentally at risk critical difference percentage points



15-19 18.2 16.5 17.9 17.6 19.0

20-24 15.8 14.3 15.5 15.2 16.4

25-29 14.1 12.8 13.8 13.6 14.7

30-39 12.9 11.7 12.6 12.5 13.4

40-59 11.2 10.2 10.9 10.8 11.6

60-79 9.2 8.3 8.9 8.8 9.5

80-99 7.9 7.2 7.7 7.6 8.2

100-199 7.1 6.5 6.9 6.8 7.4

200-299 5.0 4.6 4.9 4.8 5.2

300-699 4.1 3.8 4.0 4.0 4.3

700-1499 2.7 2.5 2.6 2.6 2.8

1500-2499 1.9 1.7 1.8 1.8 1.9

2500-3499 1.4 1.3 1.4 1.4 1.5

3500-6000 1.2 1.1 1.2 1.2 1.2


Critical difference for developmentally vulnerable children

These tables show the critical difference for each of the five domains, and for the categories ‘Vulnerable on one or more domain(s)’ and ‘Vulnerable on two or more domains’. These tables can be used to explore changes in the percentages of developmentally ‘Vulnerable’ children on each AEDC indicator. For further information refer to 4: Comparing the results.

Table 29 – Developmentally vulnerable critical difference percentage points for the five AEDC domains.


Developmentally vulnerable critical difference percentage points



15-19 14.8 9.9 11.9 10.9 13.2

20-24 12.8 8.6 10.3 9.5 11.4

25-29 11.5 7.7 9.2 8.5 10.2

30-39 10.5 7.1 8.3 7.7 9.3

40-59 9.1 6.2 7.2 6.7 8.1

60-79 7.5 5.1 5.8 5.5 6.6

80-99 6.5 4.4 5.0 4.7 5.7

100-199 5.8 3.9 4.5 4.3 5.1

200-299 4.1 2.8 3.1 3.0 3.6

300-699 3.4 2.3 2.5 2.5 2.9

700-1499 2.2 1.5 1.6 1.6 1.9

1500-2499 1.5 1.1 1.1 1.1 1.3

2500-3499 1.2 0.8 0.9 0.9 1.0

3500-6000 1.0 0.7 0.7 0.7 0.9


Table 30 – Developmentally vulnerable critical difference percentage points for vulnerable on one or more and vulnerable on two or more domains.

Community size(number of children)

Developmentally vulnerable critical difference percentage points

Vulnerable on one or more domain(s) (%) Vulnerable on two or more domains (%)

15-19 17.4 12.5

20-24 15.1 10.8

25-29 13.5 9.7

30-39 12.3 8.8

40-59 10.7 7.7

60-79 8.7 6.3

80-99 7.5 5.4

100-199 6.7 4.9

200-299 4.7 3.5

300-699 3.9 2.8

700-1499 2.5 1.9

1500-2499 1.7 1.3

2500-3499 1.3 1.0

3500-6000 1.1 0.8


Appendix 2: Additional resourcesA variety of resources are available online to help you understand AEDC results and learn more about the scope and purpose of the programme. The resources listed below are just some of those available. These can be accessed through the AEDC web site27 or alternatively by clicking on the links provided.

Refer to the AEDC User Guides28 for ideas and strategies on how to respond to AEDC data and connecting with this community.

Key resources to help you get the most from this Community Profile

For detailed information on AEDC results reporting, refer to the fact sheet Understanding the results 29.

The fact sheet Definition of AEDC terms30 is a valuable guide that describes terminology used throughout the programme.

27 http://www.aedc.gov.au28 http://www.aedc.gov.au/resources/user-guides29 http://www.aedc.gov.au/unders30 http://www.aedc.gov.au/defterm

The AEDC Community Results Tables31 summarise results for each local community within an AEDC community. As part of the online Data Explorer, this searchable resource allows comparisons across years and communities. 2015 AEDC community data is now available from March 2016.

AEDC resources at a glance

AEDC publicationsImportant AEDC resources include:

AEDC National report 2015 32

Schools sector messages 33

Calculation of the Critical Difference 34

Fact sheet library 35

o About the AEDC data collection 36

o About the AEDC domains 37

o Definition of AEDC terms 38

o Understanding community boundaries 39.o Understanding the results 40.

31 http://www.aedc.gov.au/tables32 http://www.aedc.gov.au/natrep1533 http://www.aedc.gov.au/schsect34 http://www.aedc.gov.au/trcd35 http://www.aedc.gov.au/factsheets36 http://www.aedc.gov.au/abtdata37 http://www.aedc.gov.au/abtdom38 http://www.aedc.gov.au/defterm39 http://www.aedc.gov.au/ucb40 http://www.aedc.gov.au/unders

AEDC Community Profile 2015 – Appendix 2: Additional Resources –

http://www.aedc.gov.au/unders




http://www.aedc.gov.au/abtdata

http://www.aedc.gov.au/factsheets

http://www.aedc.gov.au/trcd

http://www.aedc.gov.au/schsect

http://www.aedc.gov.au/natrep15

http://www.aedc.gov.au/tables


http://www.aedc.gov.au/unders

http://www.aedc.gov.au/resources/user-guides

http://www.aedc.gov.au/

AEDC videos Introduction to the AEDC 41

Informing your planning 42

Understanding the Data 43

Key AEDC web pages (Main AEDC web site44) Resources for communities 45

Communities FAQs 46

AEDC community results tables 47

Validation and trial of the AEDC 48 Protective and risk factors for children 49.

41 http://www.aedc.gov.au/vi142 http://www.aedc.gov.au/vi243 http://www.aedc.gov.au/vi344 http://www.aedc.gov.au45 http://www.aedc.gov.au/communities/resources-for-communities46 http://www.aedc.gov.au/communities/faq-for-communities47 http://www.aedc.gov.au/tables48 http://www.aedc.gov.au/valid49 http://www.aedc.gov.au/prsk

AEDC Community Profile 2015 – Appendix 2: Additional Resources –

http://www.aedc.gov.au/prsk

http://www.aedc.gov.au/valid

http://www.aedc.gov.au/tables

http://www.aedc.gov.au/communities/faq-for-communities

http://www.aedc.gov.au/communities/resources-for-communities

http://www.aedc.gov.au/

http://www.aedc.gov.au/vi3



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