Community Profile 2018

Australian Early Development Census Community Profile 2018

Cairns, QLD

© 2019 Commonwealth of Australia Since 2002, the Australian Government has worked in partnership with eminent child health research institutes, the Centre for Community Child Health, Royal Children’s Hospital, Melbourne, and the Telethon Kids Institute, Perth to deliver the Australian Early Development Census program to communities. The Australian Government continues to work with its partners, and with state and territory governments to implement the AEDC nationwide.

Contents

About the Australian Early Development Census ...... 2 Note on presentation conventions: the hyphen (-) is used throughout the tables in this Community Profile where Australian Early Development Census How to use this AEDC data...... 4 data was not collected or not reported for any given year. All percentages presented in this Community Profile have been rounded to one decimal About this community ...... 5 place. Figures may not add up to 100% due to rounding.

Information about children in this community ...... 6 Note on links: the symbol is used in this document to highlight links to the Australian Early Development Census website: www.aedc.gov.au. AEDC domain results ...... 9 These links will connect you with further information and resources.

AEDC results for local communities ...... 20 20 Note on children with special needs status: domain indicator information about children with special needs is not included in the Australian Early

Appendix 1: Critical difference estimates Development Census results because of the already identified substantial 1614 developmental needs of this group. - Appendix 2: Additional resources

Note on accessibility: an accessible text version of the Australian Early ISSN:2206

Development Census Community Profile is available for download from

the data explorer on the Australian Early Development Census website. If - 002 you use assistive technology and need further assistance, please email -

[email protected]. Please tell us what format you need. It will also 1903 -

help if you let us know what assistive technology you use. AEDC

Note on per cent calculation: unless otherwise specified the per cent is based on the valid n value.

AEDC publication rules have been applied and for more information visit the AEDC website ( https://www.aedc.gov.au/data-users/data-user- responsibilities/publishing-requirements ).

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Figure 1 – AEDC domain descriptions. About the Australian Early

Development Census Physical health and wellbeing

In 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 Children’s physical readiness for the school day, physical of the 2009 data collection laid the foundation for the Australian Government’s independence and gross and fine motor skills. commitment to ongoing Australian Early Development Census (AEDC) data collections every three years, with the most recent in 2018. Social competence

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 Children’s overall social competence, responsibility and Development Instrument, which was developed in Canada. respect, approach to learning and readiness to explore new things.

The Australian version of the Early Development Instrument consists of approximately 100 questions across five key domains, which are closely linked to Emotional maturity child health, education and social outcomes. Figure 1 provides a description of each of the AEDC domains. 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, advanced literacy, basic numeracy, and interest in literacy, numeracy and memory.

Communication skills and general knowledge

Children’s communication skills and general knowledge based on broad developmental competencies and skills measured in the school context.

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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’.

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 2018 AEDC, only 6.6 per cent of children were considered developmentally vulnerable on the language and cognitive skills (school-based) 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 domains ( www.aedc.gov.au/abtdom ). Links to additional AEDC resources can be found at Appendix 2.

AEDC Community Profile 2018 Cairns P a g e 3

How to use this AEDC data The AEDC provides important information for communities, governments and When exploring this community’s AEDC results you may wish to consider how schools to support their planning and service provision. The early environments well connected the network of community stakeholders are and who provides and experiences children are exposed to shape their development. The AEDC services to children and families. Ask: is considered to be a measure of how well children and families are supported • are families well informed about what is available in the community? from conception through to school age. • does the community have well established referral pathways for Research shows that investing time, effort and resources in children’s early years, connecting families to services and supports? when their brains are developing rapidly, benefits children and the whole community. Early developmental gains support children through their school • does the community have well-connected services that work years and beyond. collaboratively to deliver programs across systems and sectors? The AEDC helps communities understand how children are developing before Also consider how stakeholders can connect strategically with the community they start their first year of full-time school, what is being done well and what can and families to: be improved. Communities can use the AEDC to help identify services, resources • be informed about what is happening for children in the community and support to meet the needs of their community. • discuss what could be done to better support children’s development in the The AEDC data is a powerful tool for initiating conversations and partnerships early years across education, health and community services. By providing a common • collaborate in the development and implementation of a community plan ground from which key stakeholders can work together, the AEDC can enable that strategically provides a vision and direction for early years’ service communities to form partnerships to plan and implement activities, programs provision within the community. and services to help shape the future and wellbeing of children in Australia. Connecting with key stakeholders, particularly early childhood education and care Refer to the AEDC User Guides ( www.aedc.gov.au/resources/user-guides ) for services, can give communities the opportunity to reach families in ways that are ideas and strategies on how to respond to AEDC data and connecting with this not resource intensive. community. 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 percentage 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?

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About this community AEDC communities are a geographic area, usually equivalent to a Local AEDC local communities Government Area, made up of AEDC local communities. Local communities are a small area locality, usually representing a suburb or The AEDC local communities that make up the Cairns community are: Redlynch, town. Brinsmead, Yorkeys Knob, Holloways Beach, Machans Beach, Smithfield, Caravonica/Barron, Barron Gorge, Kamerunga, Lamb Range, Mooroobool, This AEDC Community Profile presents AEDC results for children living in this Manunda, Westcourt and surrounds, Whitfield, Manoora, Parramatta Park, Cairns community regardless of where they attend school. North, Cairns City, Freshwater, Stratford/Aeroglen, Edge Hill, Clifton Beach and surrounds, Trinity Beach, Trinity Park, Macalister Range, Kewarra Beach, Mount Location Sheridan, Bentley Park, Edmonton and surrounds, Woree, Gordonvale, Green Hill, White Rock, Bayview Heights, Kanimbla, Earlville, Outer Babinda, Aloomba, Cairns is in the Far North region of QLD. Goldsborough, Bramston Beach, Babinda, Wooroonooran, Yarrabah.

For more information on community boundaries refer to the AEDC fact sheet Across the 2009, 2012, 2015 and 2018 AEDC data collections some local Understanding AEDC community boundaries ( www.aedc.gov.au/ucb ). 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 Cairns have either never, or only sometimes, been reported in a Community Profile:

Local communities reported in some but not all years: Holloways Beach, Machans Beach, Kamerunga, Cairns City, Outer Babinda, Aloomba, Goldsborough

Local communities not reported in any years to date: Barron Gorge, Lamb Range, Macalister Range, Green Hill, Bramston Beach, Babinda, Wooroonooran

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Information about children in this community

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

Background information

Table 4.1 – Demographic information about this community.

Demographics 2012 2015 2018 Total number of children measured 2,307 2,527 2,230 Number of schools contributing to the results 46 47 51 Number of teachers contributing to the results 114 125 122 Mean age of children at completion 5 years 5 months 5 years 5 months 5 years 5 months

Table 4.2 – Further demographic information about this community.

Demographics 2012 2015 2018 n % n % n % Sex - Male 1,176 51.0 1,320 52.2 1,171 52.5 Sex - Female 1,131 49.0 1,207 47.8 1,059 47.5 Aboriginal and Torres Strait Islander children 517 22.4 574 22.7 548 24.6 Children born in another country 138 6.0 128 5.1 96 4.3 Children with English as a second language 388 16.8 365 14.4 456 20.4 Children with a language background other than English 382 16.7 391 15.5 475 21.4 (LBOTE1) and who ARE proficient in English Children with a language background other than English (LBOTE) 69 3.0 65 2.6 73 3.3 and who ARE NOT proficient in English Children with a primary caregiver who reported they - 1,594 80.2 1,507 79.2 completed some form of post-school qualification2

1 For the AEDC, children are considered LBOTE if they speak a language other than English at home or if they have English as a second language status. More information on AEDC terms and definitions is available in the fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ).

2 This data was not collected for the 2009 and 2012 AEDC Page 6 AEDC Community Profile 2018 Cairns

Non-parental early childhood education

Table 4.3 – Non-parental early childhood education and/or care.3

Types of non-parental early childhood education and/or care 2012 2015 2018 n (valid) n (yes) % n (valid) n (yes) % n (valid) n (yes) % Playgroup 1,104 319 28.9 1,293 308 23.8 1,072 291 27.1 Day care 1,645 989 60.1 1,767 991 56.1 1,585 907 57.2 Preschool or kindergarten 1,318 955 72.5 2,102 1,691 80.4 1,893 1,622 85.7 Family day care 1,469 92 6.3 1,611 86 5.3 1,450 64 4.4 Grandparent 1,431 194 13.6 1,534 214 14.0 1,395 197 14.1 Other relative 1,406 61 4.3 1,497 63 4.2 1,378 76 5.5 Nanny 1,470 19 1.3 1,622 12 0.7 1,453 9 0.6 Other 1,421 102 7.2 1,499 38 2.5 1,376 31 2.3

Special needs

Table 4.4 – Support.4

Types of support required or identified 2012 2015 2018 n Children with special needs status 95 4.1 84 3.3 58 Children identified by teachers as requiring further assessment (e.g. medical and physical, behaviour management, emotional and 196 8.7 302 12.2 275 12.6 cognitive development)

3 Although teachers are well placed to report on the development of children, the extent to which teachers know about children’s early education and care experiences varies. Nevertheless, early education and care data is collected in the AEDC to support communities, governments and researchers better reflect on and respond to the experiences of children and families. In cases where teachers don’t know they indicate this, and these cases are excluded from Table 4.3. When reviewing data, consider how many children in the community this represents and how reliably this might reflect the experience of children in the community as a whole. Playgroup attendance refers to any time prior to entering full-time school, whereas all the other types of care arrangements listed above refer to the year before entering full-time school.

4 For the AEDC, this means children identified already as requiring special assistance in the classroom with high needs due to chronic medical, physical, or intellectually disabling conditions. Teachers were asked to base their response on medical diagnosis. More information on AEDC terms and definitions is available in the fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ).

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Transition to school

Table 4.5 – Teachers’ response to the question: Would you say that this child is making good progress in adapting to the structure and learning environment of the school.

Child is making good progress in adapting to the structure and 2012 2015 2018 learning environment of the school n % n % n % True 2,201 96.2 2,417 95.8 2,137 96.0 Not true 80 3.5 102 4.0 83 3.7 Don’t know 6 0.3 ≤3 ≤0.1 5 0.2

Table 4.6 – Teachers’ response to the question: Would you say that this child has parent(s)/caregiver(s) who are actively engaged with the school in supporting their child’s learning.

Child has parent(s)/caregiver(s) who are actively engaged with 2012 2015 2018 the school in supporting their child’s learning n % n % n % True 2,005 87.7 2,253 89.3 2,019 90.7 Not true 257 11.2 254 10.1 197 8.9 Don’t know 25 1.1 15 0.6 9 0.4

Table 4.7 – Teachers’ response to the question: Would you say that this child is regularly read to/encouraged in his/her reading at home.

Child is regularly read to/encouraged in his/her reading at 2012 2015 2018 home n % n % n % True 1,947 85.1 2,183 86.6 1,948 87.6 Not true 185 8.1 244 9.7 192 8.6 Don’t know 155 6.8 95 3.8 85 3.8

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AEDC domain results This section presents an overview of this community’s AEDC results across all How to compare your results collections including the percentage of children who are: Most communities will see some change in the percentage of children who are • developmentally on track, at risk, or vulnerable, by domain developmentally on track, at risk or vulnerable in 2018 compared to previous • vulnerable on one or more domain(s) collections. In some cases, this difference will be small and in others, it will be more • vulnerable on two or more domains. substantial.

Results for this community for each of the AEDC domains are then presented in To assist communities to make informed decisions, a method described as the more detail and compared to the state or territory and national results for the three ‘critical difference’ has been developed which calculates whether the change most recent collections. in percentage of children considered developmentally on track, at risk or vulnerable over time is large enough to be considered significant. How to interpret the domain results The critical difference is the minimum percentage point change required between Developmentally on track children are considered to be developing well. As collections for the results to represent a ‘significant change’ in children’s such, it is desirable to see the percentage of children who are ‘on track’ development. Table 5.1 indicates whether the change in each developmental increase with each new wave of the AEDC collection. domain category represents a significant change.

Developmentally at risk children should be considered alongside changes in the percentage of children developmentally on track and developmentally Appendix 1 provides detailed information on the critical difference required by vulnerable. Ideally more children will be on track as communities work to ensure all domain and community size to represent a significant change for children who are children are supported in their development. For example, in a community where developmentally on track, at risk or vulnerable. children and families face many complex challenges, a reduction in those who are developmentally vulnerable could coincide with an increase in those at risk which would signal an overall improvement. As such, any changes in the ‘at risk’ group cannot be interpreted without also looking at the percentage of children who are vulnerable and on track.

Developmentally vulnerable children are facing some significant challenges in their development. As such, it is desirable to see the percentage of children who are ‘vulnerable’ decrease with each new wave of the AEDC collection.

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Trends in child development in this community

Figures 5.1 to 5.5 show broad trends for each domain from 2009 to 2018. Results are also presented in tabular format in Table 5.1.

Figure 5.1 – Trends in the physical health and Figure 5.2 – Trends in the social competence domain Figure 5.3 – Trends in the emotional maturity domain wellbeing domain for this community. for this community. for this community.

Figure 5.4 – Trends in the language and cognitive skills Figure 5.5 – Trends in the communication skills and (school-based) domain for this community. general knowledge domain for this community.

On track

At risk

Vulnerable

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Table 5.1 – AEDC domain results over time for this community.

2009 2012 2015 2018 Significant change 2009 2012 2015 2018 Significant change

n % n % n % n % 2009 vs 2018 2015 vs 2018

On track 1,519 75.2 1,636 74.7 1,827 74.9 1,647 76.1 No significant change No significant change No significant change Physical health and At risk 260 12.9 301 13.7 328 13.4 272 12.6 No significant change No significant change No significant change wellbeing

Vulnerable 240 11.9 253 11.6 284 11.6 246 11.4 No significant change No significant change No significant change

On track 1,424 70.6 1,589 72.6 1,724 70.7 1,605 74.1 Significant increase Significant increase

Social At risk 326 16.2 308 14.1 411 16.9 334 15.4 No significant change No significant change competence Vulnerable 266 13.2 293 13.4 303 12.4 226 10.4 Significant decrease Significant decrease

1,403 70.1 1,644 75.3 1,770 72.6 1,574 72.9 Significant increase No significant change On track

Emotional maturity At risk 345 17.2 345 15.8 408 16.7 370 17.1 No significant change No significant change Vulnerable 253 12.6 195 8.9 259 10.6 214 9.9 Significant decrease No significant change

On track 1,181 59.0 1,766 81.0 2,063 84.7 1,813 84.0 Significant increase No significant change Language and cognitive At risk 472 23.6 237 10.9 193 7.9 176 8.2 Significant decrease No significant change skills (school-based) Vulnerable 348 17.4 176 8.1 181 7.4 169 7.8 Significant decrease No significant change

On track 1,463 72.6 1,568 71.6 1,774 72.8 1,670 77.2 Significant increase Significant increase Communication skills At risk 335 16.6 390 17.8 389 16.0 296 13.7 Significant decrease Significant decrease and general knowledge Vulnerable 218 10.8 232 10.6 275 11.3 198 9.1 Significant decrease Significant decrease

Significant change has been colour coded: green text represents a positive change, red text represents a negative change. At risk has not been colour coded as any changes should be interpreted in context with changes in the percentage of children who are vulnerable and on track.

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Table 5.2 and Figure 5.6 present trends in the summary indicators (the percentage of children who are developmentally vulnerable on one or more domain(s) and developmentally vulnerable on two or more domains) from 2009 to 2018.

Table 5.2 – Number and percentage of children for this community who are vulnerable on one or more developmental domain(s) or two or more developmental domains.

2009 2012 2015 2018 Significant change n % n % n % n % 2009 vs 2018 2015 vs 2018

Vulnerable on one or more domain(s) 641 32.0 562 25.8 609 25.0 522 24.2 Significant decrease No significant change Vulnerable on two or more domains 348 17.3 299 13.7 351 14.4 273 12.6 Significant decrease Significant decrease

Figure 5.6 – Community trends of vulnerability over time.

Vulnerable on one or more domain(s)

Vulnerable on two or more domains

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

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n % 2018 1,647 76.1 272 12.6 246 11.4 This Physical health 2015 1,827 74.9 328 13.4 284 11.6 and wellbeing Community 2012 1,636 74.7 301 13.7 253 11.6

2018 45,801 74.1 8,462 13.7 7,581 12.3 QLD 2015 45,387 73.0 9,069 14.6 7,705 12.4 2012 42,427 72.9 9,023 15.5 6,759 11.6

2018 229,542 78.1 36,105 12.3 28,247 9.6 National 2015 221,855 77.3 37,347 13.0 27,711 9.7 2012 211,806 77.3 36,637 13.4 25,479 9.3

Table 5.3 — Physical health and wellbeing domain category definitions.

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.

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 during the school day.

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.

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Physical health and wellbeing sub-domains

The physical health and wellbeing domain is the only AEDC domain that is reported with sub-domain analysis. 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 below, enabling communities to make better sense of these results.

Table 5.4 – Children developmentally vulnerable on the physical health and wellbeing sub-domains.

Sub-domain Description 2012 2015 2018 n % n % n % Physical readiness for school day Children developmentally vulnerable on this sub- domain have at least sometimes experienced coming unprepared for school by being dressed 265 12.1 357 14.6 286 13.2 inappropriately, coming to school late, hungry or tired.

Physical independence Children developmentally vulnerable on this sub- domain range from those who have not developed independence or handedness or coordination, to those 151 6.9 186 7.6 190 8.8 who have not developed any of these skills.

Gross and fine motor skills Children developmentally vulnerable on this sub-domain could have poor fine and gross motor skills and/or poor overall energy levels during the school day. 158 7.2 191 7.8 135 6.2

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

Developmentally Developmentally Developmentally on track at risk vulnerable

0% 20% 40% 60% 80% 100% n % n % n %

2018 1,605 74.1 334 15.4 226 10.4 Social This competence 2015 1,724 70.7 411 16.9 303 12.4 Community 2012 1,589 72.6 308 14.1 293 13.4

2018 44,446 71.9 10,004 16.2 7,388 11.9 QLD 2015 44,213 71.2 10,204 16.4 7,719 12.4 2012 42,392 72.9 9,077 15.6 6,717 11.5

2018 222,771 75.8 42,434 14.4 28,673 9.8 National 2015 215,605 75.2 42,892 15.0 28,351 9.9 2012 209,149 76.5 39,018 14.3 25,367 9.3

Table 5.5 — Social competence domain category definitions.

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

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.

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.

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This domain measures children’s pro-social and helping Emotional behaviours and absence of anxious and fearful behaviour, maturity aggressive behaviour and hyperactivity and inattention

Developmentally Developmentally Developmentally on track at risk vulnerable

0% 20% 40% 60% 80% 100% n % n % n %

Emotional 2018 1,574 72.9 370 17.1 214 9.9 maturity This 2015 1,770 72.6 408 16.7 259 10.6 Community 2012 1,644 75.3 345 15.8 195 8.9

2018 45,192 73.3 9,988 16.2 6,448 10.5 QLD 2015 45,529 73.5 10,164 16.4 6,266 10.1 2012 43,459 74.9 9,161 15.8 5,368 9.3

2018 225,739 77.1 42,390 14.5 24,677 8.4 National 2015 218,341 76.4 43,594 15.3 23,866 8.4 2012 213,059 78.1 38,778 14.2 20,845 7.6

Table 5.6 — Emotional maturity domain category definitions.

Developmentally on track Almost never show aggressive, anxious, or impulsive behaviour. Children will have good concentration and will often help other 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. Children will sometimes experience problems with anxious behaviours, aggressive behaviour, temper tantrums, or problems with inattention or hyperactivity.

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

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This domain measures children’s basic literacy, Language and cognitive advanced literacy, basic numeracy, and skills (school-based) interest in literacy, numeracy and memory

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n %

Language and 2018 1,813 84.0 176 8.2 169 7.8 cognitive skills This 2015 2,063 84.7 193 7.9 181 7.4 (school-based) Community 2012 1,766 81.0 237 10.9 176 8.1

2018 50,909 82.4 5,925 9.6 4,947 8.0 QLD 2015 51,100 82.3 6,026 9.7 5,000 8.0

2012 45,632 78.5 7,186 12.4 5,304 9.1

2018 247,870 84.4 26,291 9.0 19,417 6.6 National 2015 242,518 84.6 25,597 8.9 18,533 6.5 2012 226,260 82.6 29,072 10.6 18,564 6.8

Table 5.7 — Language and cognitive skills (school-based) domain category definitions.

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.

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.

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.

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

Developmentally Developmentally Developmentally on track at risk vulnerable 0% 20% 40% 60% 80% 100% n % n % n %

Communication 2018 1,670 77.2 296 13.7 198 9.1 skills and general This 2015 1,774 72.8 389 16.0 275 11.3 knowledge Community 2012 1,568 71.6 390 17.8 232 10.6

2018 45,747 74.0 9,838 15.9 6,248 10.1 QLD 2015 45,235 72.8 10,395 16.7 6,533 10.5 2012 41,547 71.4 10,417 17.9 6,239 10.7

2018 227,163 77.3 42,473 14.5 24,232 8.2 2015 National 219,023 76.3 43,415 15.1 24,475 8.5 2012 204,702 74.7 44,633 16.3 24,520 9.0

Table 5.8 — Communication skills and general knowledge domain category definitions.

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.

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 world such as knowing that leaves fall in autumn, apple is fruit, and dogs bark.

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.

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Developmentally Summary indicators of developmental vulnerability on ‘one or more’ and on ‘two vulnerable on or more’ domains ≥1 and ≥2 domain(s)

0% 20% 40% 60% 80% 100% n % Developmentally 2018 522 24.2 vulnerable on one This 2015 609 25.0 or more domain(s) Community 2012 562 25.8

2018 15,954 25.9 Vuln QLD 2015 16,220 26.1 2012 15,217 26.2 1

2018 63,448 21.7 National 2015 62,960 22.0 2012 59,933 22.0

0% 20% 40% 60% 80% 100% n %

Developmentally 2018 273 12.6 vulnerable on two This 2015 351 14.4 or more domains Community 2012 299 13.7

2018 8,576 13.9 8,713 14.0 Vuln QLD 2015 2012 8,001 13.8

2 2018 32,434 11.0 National 2015 31,754 11.1 2012 29,543 10.8

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AEDC results for local communities

This section presents national, state/territory, community and local community The following tables show the number and percentage of children results for each of the five AEDC domains, as well as the two summary developmentally on track, at risk and vulnerable for this community. The indicators (vulnerable on one or more domain(s) and vulnerable on two or more tables also provide data for each of the local communities included as domains) for the last three collections. part of the aggregate total. They also show community, state/territory and national data to provide context for: AEDC geographic boundaries have been defined for the whole country to ensure that the data is reported in the most useful way that aligns with • each of the 2012, 2015 and 2018 AEDC data collections commonly understood geographies, such as suburbs. These boundaries • the AEDC domains: enable AEDC results to be reported at the four different geographic levels. - physical health and wellbeing AEDC local communities represent the smallest geographic areas. In most - social competence cases, AEDC local community boundaries are equivalent to suburbs. - emotional maturity - language and cognitive skills (school-based) To enable accurate comparisons with the Census of Population and Housing, - communication skills and general knowledge. and other socio-demographic data from the Australian Bureau of Statistics (ABS), 2018 AEDC boundaries align with the Statistical Area 1 (SA1) • the two summary indicators: geography released by the ABS in 2016. - developmentally vulnerable on one or more domain(s) - developmentally vulnerable on two or more domains. This has resulted in minor changes in boundaries, relative to boundaries used for reporting of community results for previous collections, which were based The history of boundary change means that some local communities may on 2011 ABS geographies. not have data for all years in this section. For more information, refer to the AEDC factsheet Understanding community boundaries In some cases, local communities from previous collections may have been ( www.aedc.gov.au/ucb ). combined to have sufficient numbers of children for reporting purposes in 2018. In other cases, local communities from previous collections may have been split Appendix 1 presents the critical difference estimates for communities of to report 2018 data in a more useful way. different sizes, which can be used to understand whether change over time is considered significant. In all cases, 2018 boundaries have been applied to data from previous collections.

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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 6.1 – Communities in context: Physical health and wellbeing domain results at the national, state/territory, community and local community levels.

QLD 42,427 72.9 45,387 73.0 45,801 74.1 9,023 15.5 9,069 14.6 8,462 13.7 6,759 11.6 7,705 12.4 7,581 12.3

Cairns 1,636 74.7 1,827 74.9 1,647 76.1 301 13.7 328 13.4 272 12.6 253 11.6 284 11.6 246 11.4

Aloomba - - 14 77.8 - - 2 11.1 - - 2 11.1 Bayview Heights 37 74.0 42 80.8 38 79.2 8 16.0 6 11.5 5 10.4 5 10.0 4 7.7 5 10.4 Bentley Park 111 70.3 134 79.3 123 78.3 22 13.9 21 12.4 16 10.2 25 15.8 14 8.3 18 11.5 Brinsmead 78 88.6 78 72.9 47 79.7 5 5.7 19 17.8 7 11.9 5 5.7 10 9.3 5 8.5 Cairns North 29 87.9 24 64.9 23 69.7 1 3.0 8 21.6 5 15.2 3 9.1 5 13.5 5 15.2 Caravonica-Barron 23 74.2 26 92.9 17 77.3 5 16.1 2 7.1 1 4.5 3 9.7 0 0.0 4 18.2 Clifton Beach and surrounds 37 62.7 53 80.3 43 81.1 14 23.7 5 7.6 4 7.5 8 13.6 8 12.1 6 11.3 Earlville 41 78.8 42 82.4 44 88.0 9 17.3 4 7.8 2 4.0 2 3.8 5 9.8 4 8.0 Edge Hill 52 80.0 49 71.0 43 66.2 7 10.8 13 18.8 14 21.5 6 9.2 7 10.1 8 12.3 Edmonton and surrounds 162 70.7 156 66.4 134 64.7 30 13.1 40 17.0 41 19.8 37 16.2 39 16.6 32 15.5 Freshwater 20 69.0 23 67.6 21 91.3 7 24.1 5 14.7 1 4.3 2 6.9 6 17.6 1 4.3 Goldsborough - - 14 82.4 - - 2 11.8 - - 1 5.9 Gordonvale 71 75.5 58 53.2 71 67.6 14 14.9 29 26.6 19 18.1 9 9.6 22 20.2 15 14.3 Holloways Beach 22 78.6 25 89.3 18 75.0 1 3.6 0 0.0 3 12.5 5 17.9 3 10.7 3 12.5 Kanimbla 29 85.3 29 76.3 31 70.5 3 8.8 6 15.8 10 22.7 2 5.9 3 7.9 3 6.8 Kewarra Beach 49 71.0 82 80.4 60 80.0 15 21.7 13 12.7 8 10.7 5 7.2 7 6.9 7 9.3 Manoora 63 65.6 69 68.3 56 61.5 12 12.5 12 11.9 15 16.5 21 21.9 20 19.8 20 22.0 Manunda 42 64.6 42 66.7 47 71.2 10 15.4 9 14.3 13 19.7 13 20.0 12 19.0 6 9.1 Mooroobool 92 81.4 97 74.6 62 79.5 12 10.6 12 9.2 7 9.0 9 8.0 21 16.2 9 11.5

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Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Mount Sheridan 105 76.6 114 78.6 102 81.6 15 10.9 19 13.1 12 9.6 17 12.4 12 8.3 11 8.8 Outer Babinda 12 66.7 7 38.9 14 77.8 3 16.7 3 16.7 1 5.6 3 16.7 8 44.4 3 16.7 Parramatta Park 18 78.3 17 63.0 18 85.7 2 8.7 4 14.8 2 9.5 3 13.0 6 22.2 1 4.8 Redlynch 115 78.2 139 85.3 123 82.0 21 14.3 16 9.8 12 8.0 11 7.5 8 4.9 15 10.0 Smithfield 29 67.4 61 87.1 54 75.0 5 11.6 4 5.7 6 8.3 9 20.9 5 7.1 12 16.7 Stratford-Aeroglen 20 95.2 11 61.1 17 94.4 1 4.8 3 16.7 1 5.6 0 0.0 4 22.2 0 0.0 Trinity Beach 52 71.2 75 90.4 56 76.7 17 23.3 5 6.0 11 15.1 4 5.5 3 3.6 6 8.2 Trinity Park 36 81.8 46 90.2 38 69.1 8 18.2 2 3.9 11 20.0 0 0.0 3 5.9 6 10.9 Westcourt and surrounds 46 82.1 47 75.8 33 71.7 8 14.3 6 9.7 7 15.2 2 3.6 9 14.5 6 13.0 White Rock 58 78.4 70 72.9 76 73.8 7 9.5 17 17.7 12 11.7 9 12.2 9 9.4 15 14.6 Whitfield 42 77.8 44 75.9 43 84.3 7 13.0 9 15.5 6 11.8 5 9.3 5 8.6 2 3.9 Woree 38 66.7 59 72.8 67 90.5 8 14.0 13 16.0 3 4.1 11 19.3 9 11.1 4 5.4 Yarrabah 33 76.7 35 68.6 43 84.3 3 7.0 9 17.6 6 11.8 7 16.3 7 13.7 2 3.9 Yorkeys Knob 17 51.5 25 78.1 21 84.0 12 36.4 4 12.5 3 12.0 4 12.1 3 9.4 1 4.0

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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 6.2 – Communities in context: Social competence domain results at the national, state/territory, community and local community levels.

QLD 42,392 72.9 44,213 71.2 44,446 71.9 9,077 15.6 10,204 16.4 10,004 16.2 6,717 11.5 7,719 12.4 7,388 11.9

Cairns 1,589 72.6 1,724 70.7 1,605 74.1 308 14.1 411 16.9 334 15.4 293 13.4 303 12.4 226 10.4

Aloomba - - 12 66.7 - - 4 22.2 - - 2 11.1 Bayview Heights 38 76.0 40 76.9 34 70.8 7 14.0 9 17.3 10 20.8 5 10.0 3 5.8 4 8.3 Bentley Park 105 66.5 116 68.6 113 72.0 27 17.1 33 19.5 32 20.4 26 16.5 20 11.8 12 7.6 Brinsmead 76 86.4 80 74.8 50 84.7 7 8.0 21 19.6 6 10.2 5 5.7 6 5.6 3 5.1 Cairns North 26 78.8 25 67.6 26 78.8 2 6.1 4 10.8 1 3.0 5 15.2 8 21.6 6 18.2 Caravonica-Barron 20 64.5 23 82.1 17 77.3 7 22.6 4 14.3 4 18.2 4 12.9 1 3.6 1 4.5 Clifton Beach and surrounds 45 76.3 53 80.3 39 73.6 11 18.6 8 12.1 11 20.8 3 5.1 5 7.6 3 5.7 Earlville 38 73.1 44 86.3 38 76.0 10 19.2 3 5.9 6 12.0 4 7.7 4 7.8 6 12.0 Edge Hill 39 60.0 41 59.4 43 66.2 14 21.5 16 23.2 9 13.8 12 18.5 12 17.4 13 20.0 Edmonton and surrounds 140 61.1 157 66.8 136 65.7 35 15.3 40 17.0 37 17.9 54 23.6 38 16.2 34 16.4 Freshwater 24 82.8 27 79.4 20 87.0 4 13.8 6 17.6 2 8.7 1 3.4 1 2.9 1 4.3 Goldsborough - - 16 94.1 - - 0 0.0 - - 1 5.9 Gordonvale 74 78.7 61 56.0 78 74.3 6 6.4 21 19.3 16 15.2 14 14.9 27 24.8 11 10.5 Holloways Beach 22 78.6 24 85.7 15 62.5 4 14.3 1 3.6 5 20.8 2 7.1 3 10.7 4 16.7 Kanimbla 27 79.4 28 73.7 34 77.3 2 5.9 6 15.8 5 11.4 5 14.7 4 10.5 5 11.4 Kewarra Beach 55 79.7 77 75.5 53 70.7 10 14.5 15 14.7 16 21.3 4 5.8 10 9.8 6 8.0 Manoora 54 56.3 59 58.4 55 60.4 19 19.8 22 21.8 21 23.1 23 24.0 20 19.8 15 16.5 Manunda 41 63.1 34 54.8 44 66.7 14 21.5 16 25.8 14 21.2 10 15.4 12 19.4 8 12.1

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Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Mooroobool 90 79.6 88 67.7 57 73.1 15 13.3 16 12.3 10 12.8 8 7.1 26 20.0 11 14.1 Mount Sheridan 100 73.0 101 69.7 95 76.0 16 11.7 31 21.4 20 16.0 21 15.3 13 9.0 10 8.0 Outer Babinda 14 77.8 8 44.4 13 72.2 1 5.6 3 16.7 3 16.7 3 16.7 7 38.9 2 11.1 Parramatta Park 18 78.3 20 74.1 16 76.2 1 4.3 2 7.4 4 19.0 4 17.4 5 18.5 1 4.8 Redlynch 121 82.3 120 73.6 121 80.7 17 11.6 29 17.8 20 13.3 9 6.1 14 8.6 9 6.0 Smithfield 31 72.1 62 88.6 56 77.8 8 18.6 6 8.6 9 12.5 4 9.3 2 2.9 7 9.7 Stratford-Aeroglen 18 85.7 13 72.2 12 66.7 3 14.3 4 22.2 4 22.2 0 0.0 1 5.6 2 11.1 Trinity Beach 59 80.8 72 86.7 65 89.0 9 12.3 9 10.8 5 6.8 5 6.8 2 2.4 3 4.1 Trinity Park 37 84.1 41 80.4 46 83.6 4 9.1 9 17.6 4 7.3 3 6.8 1 2.0 5 9.1 Westcourt and surrounds 41 73.2 39 62.9 30 65.2 8 14.3 15 24.2 8 17.4 7 12.5 8 12.9 8 17.4 White Rock 55 74.3 67 69.8 74 71.8 10 13.5 14 14.6 13 12.6 9 12.2 15 15.6 16 15.5 Whitfield 40 74.1 44 75.9 41 80.4 9 16.7 7 12.1 6 11.8 5 9.3 7 12.1 4 7.8 Woree 41 71.9 54 66.7 55 74.3 3 5.3 16 19.8 14 18.9 13 22.8 11 13.6 5 6.8 Yarrabah 28 66.7 41 80.4 38 74.5 9 21.4 7 13.7 7 13.7 5 11.9 3 5.9 6 11.8 Yorkeys Knob 19 55.9 24 75.0 22 88.0 8 23.5 3 9.4 2 8.0 7 20.6 5 15.6 1 4.0

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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 6.3 – Communities in context: Emotional maturity domain results at the national, state/territory, community and local community levels.

QLD 43,459 74.9 45,529 73.5 45,192 73.3 9,161 15.8 10,164 16.4 9,988 16.2 5,368 9.3 6,266 10.1 6,448 10.5

Cairns 1,644 75.3 1,770 72.6 1,574 72.9 345 15.8 408 16.7 370 17.1 195 8.9 259 10.6 214 9.9

Aloomba - - 13 72.2 - - 3 16.7 - - 2 11.1 Bayview Heights 37 74.0 43 82.7 37 77.1 8 16.0 8 15.4 7 14.6 5 10.0 1 1.9 4 8.3 Bentley Park 111 70.3 124 73.4 108 68.8 30 19.0 32 18.9 32 20.4 17 10.8 13 7.7 17 10.8 Brinsmead 69 78.4 79 73.8 43 72.9 13 14.8 18 16.8 10 16.9 6 6.8 10 9.3 6 10.2 Cairns North 24 75.0 22 59.5 27 84.4 5 15.6 7 18.9 0 0.0 3 9.4 8 21.6 5 15.6 Caravonica-Barron 22 71.0 24 85.7 19 86.4 4 12.9 2 7.1 3 13.6 5 16.1 2 7.1 0 0.0 Clifton Beach and surrounds 47 79.7 52 78.8 37 69.8 8 13.6 7 10.6 14 26.4 4 6.8 7 10.6 2 3.8 Earlville 45 88.2 44 86.3 36 72.0 3 5.9 5 9.8 7 14.0 3 5.9 2 3.9 7 14.0 Edge Hill 44 67.7 44 63.8 48 73.8 7 10.8 17 24.6 10 15.4 14 21.5 8 11.6 7 10.8 Edmonton and surrounds 159 69.7 155 66.0 132 63.8 42 18.4 49 20.9 50 24.2 27 11.8 31 13.2 25 12.1 Freshwater 25 86.2 27 79.4 17 73.9 3 10.3 5 14.7 4 17.4 1 3.4 2 5.9 2 8.7 Goldsborough - - 14 82.4 - - 2 11.8 - - 1 5.9 Gordonvale 73 77.7 61 56.0 70 66.7 14 14.9 22 20.2 20 19.0 7 7.4 26 23.9 15 14.3 Holloways Beach 22 78.6 24 85.7 16 66.7 4 14.3 2 7.1 4 16.7 2 7.1 2 7.1 4 16.7 Kanimbla 25 73.5 26 68.4 35 79.5 7 20.6 6 15.8 6 13.6 2 5.9 6 15.8 3 6.8 Kewarra Beach 54 78.3 74 72.5 54 72.0 8 11.6 16 15.7 14 18.7 7 10.1 12 11.8 7 9.3 Manoora 60 62.5 62 61.4 64 70.3 18 18.8 22 21.8 16 17.6 18 18.8 17 16.8 11 12.1 Manunda 48 73.8 41 66.1 47 73.4 12 18.5 15 24.2 10 15.6 5 7.7 6 9.7 7 10.9

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Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Mooroobool 94 83.2 97 75.2 56 72.7 13 11.5 10 7.8 9 11.7 6 5.3 22 17.1 12 15.6 Mount Sheridan 106 77.4 111 76.6 95 76.0 21 15.3 17 11.7 20 16.0 10 7.3 17 11.7 10 8.0 Outer Babinda 13 72.2 11 61.1 15 83.3 1 5.6 7 38.9 3 16.7 4 22.2 0 0.0 0 0.0 Parramatta Park 17 73.9 19 70.4 14 70.0 6 26.1 5 18.5 3 15.0 0 0.0 3 11.1 3 15.0 Redlynch 121 82.3 132 81.0 120 80.0 17 11.6 19 11.7 18 12.0 9 6.1 12 7.4 12 8.0 Smithfield 28 65.1 60 85.7 49 68.1 10 23.3 7 10.0 16 22.2 5 11.6 3 4.3 7 9.7 Stratford-Aeroglen 17 81.0 14 77.8 12 66.7 4 19.0 2 11.1 4 22.2 0 0.0 2 11.1 2 11.1 Trinity Beach 58 79.5 70 84.3 58 79.5 7 9.6 10 12.0 12 16.4 8 11.0 3 3.6 3 4.1 Trinity Park 34 77.3 41 80.4 45 81.8 10 22.7 9 17.6 6 10.9 0 0.0 1 2.0 4 7.3 Westcourt and surrounds 44 78.6 41 66.1 33 75.0 7 12.5 17 27.4 5 11.4 5 8.9 4 6.5 6 13.6 White Rock 61 83.6 70 72.9 67 65.0 8 11.0 16 16.7 21 20.4 4 5.5 10 10.4 15 14.6 Whitfield 39 72.2 41 70.7 41 80.4 13 24.1 10 17.2 5 9.8 2 3.7 7 12.1 5 9.8 Woree 44 78.6 58 71.6 57 77.0 8 14.3 14 17.3 13 17.6 4 7.1 9 11.1 4 5.4 Yarrabah 24 57.1 37 72.5 38 74.5 13 31.0 10 19.6 9 17.6 5 11.9 4 7.8 4 7.8 Yorkeys Knob 23 69.7 20 62.5 18 72.0 7 21.2 10 31.3 6 24.0 3 9.1 2 6.3 1 4.0

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Language and cognitive skills (school-based) domain results

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

Table 6.4 – Communities in context: Language and cognitive skills (school-based) domain results at the national, state/territory, community and local community levels.

QLD 45,632 78.5 51,100 82.3 50,909 82.4 7,186 12.4 6,026 9.7 5,925 9.6 5,304 9.1 5,000 8.0 4,947 8.0

Cairns 1,766 81.0 2,063 84.7 1,813 84.0 237 10.9 193 7.9 176 8.2 176 8.1 181 7.4 169 7.8

Aloomba - - 17 94.4 - - 0 0.0 - - 1 5.6 Bayview Heights 42 84.0 41 78.8 42 87.5 3 6.0 8 15.4 3 6.3 5 10.0 3 5.8 3 6.3 Bentley Park 124 78.5 143 84.6 138 87.9 13 8.2 11 6.5 7 4.5 21 13.3 15 8.9 12 7.6 Brinsmead 81 92.0 94 87.9 54 91.5 6 6.8 8 7.5 2 3.4 1 1.1 5 4.7 3 5.1 Cairns North 25 78.1 28 77.8 28 84.8 2 6.3 3 8.3 2 6.1 5 15.6 5 13.9 3 9.1 Caravonica-Barron 23 74.2 28 100.0 19 86.4 5 16.1 0 0.0 2 9.1 3 9.7 0 0.0 1 4.5 Clifton Beach and surrounds 51 86.4 60 90.9 43 82.7 5 8.5 4 6.1 6 11.5 3 5.1 2 3.0 3 5.8 Earlville 43 82.7 44 86.3 35 71.4 5 9.6 4 7.8 8 16.3 4 7.7 3 5.9 6 12.2 Edge Hill 52 80.0 58 84.1 57 89.1 3 4.6 6 8.7 4 6.3 10 15.4 5 7.2 3 4.7 Edmonton and surrounds 164 71.6 187 79.6 179 86.5 33 14.4 23 9.8 14 6.8 32 14.0 25 10.6 14 6.8 Freshwater 27 93.1 29 85.3 23 100.0 2 6.9 1 2.9 0 0.0 0 0.0 4 11.8 0 0.0 Goldsborough - - 16 94.1 - - 1 5.9 - - 0 0.0 Gordonvale 77 81.9 92 84.4 86 81.9 10 10.6 4 3.7 9 8.6 7 7.4 13 11.9 10 9.5 Holloways Beach 25 89.3 24 85.7 17 70.8 2 7.1 0 0.0 4 16.7 1 3.6 4 14.3 3 12.5 Kanimbla 33 97.1 34 89.5 42 95.5 1 2.9 4 10.5 2 4.5 0 0.0 0 0.0 0 0.0 Kewarra Beach 61 88.4 88 86.3 67 89.3 7 10.1 7 6.9 4 5.3 1 1.4 7 6.9 4 5.3 Manoora 65 69.9 80 79.2 59 64.1 12 12.9 9 8.9 13 14.1 16 17.2 12 11.9 20 21.7

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Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Manunda 39 60.0 54 87.1 50 75.8 17 26.2 5 8.1 5 7.6 9 13.8 3 4.8 11 16.7 Mooroobool 87 78.4 106 81.5 57 73.1 19 17.1 14 10.8 13 16.7 5 4.5 10 7.7 8 10.3 Mount Sheridan 113 83.1 121 83.4 105 84.0 14 10.3 16 11.0 10 8.0 9 6.6 8 5.5 10 8.0 Outer Babinda 16 88.9 14 77.8 13 72.2 1 5.6 4 22.2 3 16.7 1 5.6 0 0.0 2 11.1 Parramatta Park 17 73.9 25 92.6 16 76.2 4 17.4 1 3.7 1 4.8 2 8.7 1 3.7 4 19.0 Redlynch 137 93.2 149 91.4 130 87.2 8 5.4 9 5.5 15 10.1 2 1.4 5 3.1 4 2.7 Smithfield 33 76.7 63 90.0 65 91.5 8 18.6 4 5.7 2 2.8 2 4.7 3 4.3 4 5.6 Stratford-Aeroglen 20 95.2 14 77.8 17 94.4 1 4.8 4 22.2 0 0.0 0 0.0 0 0.0 1 5.6 Trinity Beach 70 95.9 75 90.4 63 86.3 3 4.1 3 3.6 8 11.0 0 0.0 5 6.0 2 2.7 Trinity Park 40 90.9 47 92.2 48 88.9 3 6.8 3 5.9 3 5.6 1 2.3 1 2.0 3 5.6 Westcourt and surrounds 42 75.0 51 82.3 37 80.4 10 17.9 5 8.1 5 10.9 4 7.1 6 9.7 4 8.7 White Rock 54 73.0 77 80.2 76 73.8 13 17.6 7 7.3 9 8.7 7 9.5 12 12.5 18 17.5 Whitfield 47 87.0 50 86.2 48 94.1 4 7.4 3 5.2 2 3.9 3 5.6 5 8.6 1 2.0 Woree 44 77.2 56 69.1 62 83.8 7 12.3 12 14.8 8 10.8 6 10.5 13 16.0 4 5.4 Yarrabah 28 66.7 41 80.4 36 72.0 7 16.7 8 15.7 7 14.0 7 16.7 2 3.9 7 14.0 Yorkeys Knob 25 78.1 28 87.5 24 96.0 4 12.5 2 6.3 1 4.0 3 9.4 2 6.3 0 0.0

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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 6.5 – Communities in context: Communication skills and general knowledge domain results at the national, state/territory, community and local community levels.

QLD 41,547 71.4 45,235 72.8 45,747 74.0 10,417 17.9 10,395 16.7 9,838 15.9 6,239 10.7 6,533 10.5 6,248 10.1

Cairns 1,568 71.6 1,774 72.8 1,670 77.2 390 17.8 389 16.0 296 13.7 232 10.6 275 11.3 198 9.1

Aloomba - - 17 94.4 - - 1 5.6 - - 0 0.0 Bayview Heights 35 70.0 42 80.8 42 87.5 10 20.0 7 13.5 4 8.3 5 10.0 3 5.8 2 4.2 Bentley Park 118 74.7 126 74.6 122 77.7 24 15.2 24 14.2 23 14.6 16 10.1 19 11.2 12 7.6 Brinsmead 69 78.4 87 81.3 49 83.1 18 20.5 12 11.2 5 8.5 1 1.1 8 7.5 5 8.5 Cairns North 19 59.4 19 51.4 20 60.6 8 25.0 8 21.6 6 18.2 5 15.6 10 27.0 7 21.2 Caravonica-Barron 21 67.7 28 100.0 18 81.8 7 22.6 0 0.0 1 4.5 3 9.7 0 0.0 3 13.6 Clifton Beach and surrounds 44 74.6 56 84.8 46 86.8 10 16.9 8 12.1 5 9.4 5 8.5 2 3.0 2 3.8 Earlville 42 80.8 41 80.4 41 82.0 8 15.4 5 9.8 5 10.0 2 3.8 5 9.8 4 8.0 Edge Hill 45 69.2 45 65.2 40 61.5 11 16.9 15 21.7 17 26.2 9 13.8 9 13.0 8 12.3 Edmonton and surrounds 156 68.1 159 67.7 145 70.4 42 18.3 35 14.9 44 21.4 31 13.5 41 17.4 17 8.3 Freshwater 24 82.8 27 79.4 22 95.7 4 13.8 6 17.6 1 4.3 1 3.4 1 2.9 0 0.0 Goldsborough - - 17 100.0 - - 0 0.0 - - 0 0.0 Gordonvale 47 50.0 59 54.1 84 80.0 36 38.3 28 25.7 10 9.5 11 11.7 22 20.2 11 10.5 Holloways Beach 21 75.0 21 75.0 19 79.2 6 21.4 5 17.9 4 16.7 1 3.6 2 7.1 1 4.2 Kanimbla 26 76.5 31 81.6 38 86.4 5 14.7 3 7.9 3 6.8 3 8.8 4 10.5 3 6.8 Kewarra Beach 55 79.7 81 79.4 64 85.3 11 15.9 14 13.7 6 8.0 3 4.3 7 6.9 5 6.7 Manoora 51 53.1 52 51.5 50 54.3 19 19.8 28 27.7 22 23.9 26 27.1 21 20.8 20 21.7

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Region (including local communities) Developmentally on track Developmentally at risk Developmentally vulnerable 2012 2015 2018 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % n % n % n % Manunda 41 63.1 37 58.7 41 62.1 11 16.9 18 28.6 13 19.7 13 20.0 8 12.7 12 18.2 Mooroobool 87 77.0 92 70.8 57 73.1 17 15.0 25 19.2 14 17.9 9 8.0 13 10.0 7 9.0 Mount Sheridan 101 73.7 111 76.6 100 80.0 20 14.6 15 10.3 14 11.2 16 11.7 19 13.1 11 8.8 Outer Babinda 12 66.7 10 55.6 15 83.3 4 22.2 5 27.8 1 5.6 2 11.1 3 16.7 2 11.1 Parramatta Park 17 73.9 17 63.0 16 76.2 3 13.0 6 22.2 4 19.0 3 13.0 4 14.8 1 4.8 Redlynch 124 84.4 135 82.8 131 87.3 19 12.9 19 11.7 11 7.3 4 2.7 9 5.5 8 5.3 Smithfield 27 62.8 58 82.9 58 80.6 7 16.3 9 12.9 10 13.9 9 20.9 3 4.3 4 5.6 Stratford-Aeroglen 18 85.7 15 83.3 13 72.2 3 14.3 2 11.1 4 22.2 0 0.0 1 5.6 1 5.6 Trinity Beach 59 80.8 71 85.5 57 78.1 14 19.2 11 13.3 13 17.8 0 0.0 1 1.2 3 4.1 Trinity Park 32 72.7 47 92.2 47 85.5 7 15.9 3 5.9 7 12.7 5 11.4 1 2.0 1 1.8 Westcourt and surrounds 39 69.6 37 60.7 28 60.9 14 25.0 11 18.0 10 21.7 3 5.4 13 21.3 8 17.4 White Rock 55 74.3 71 74.0 69 67.0 10 13.5 14 14.6 15 14.6 9 12.2 11 11.5 19 18.4 Whitfield 41 75.9 43 74.1 43 84.3 8 14.8 9 15.5 3 5.9 5 9.3 6 10.3 5 9.8 Woree 35 61.4 49 60.5 57 78.1 9 15.8 17 21.0 9 12.3 13 22.8 15 18.5 7 9.6 Yarrabah 33 76.7 33 64.7 39 76.5 5 11.6 12 23.5 5 9.8 5 11.6 6 11.8 7 13.7 Yorkeys Knob 17 50.0 22 68.8 25 100.0 9 26.5 7 21.9 0 0.0 8 23.5 3 9.4 0 0.0

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Vuln Vuln Results for vulnerability summary indicators

1 2 Table 6.6 – Vulnerable on one or more domain(s) and two or more domains at the national, state/territory, community and local community levels.

Region (including local communities) Vulnerable on one or more domain(s) Vulnerable on two or more domains 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % Australia 59,933 22.0 62,960 22.0 63,448 21.7 29,543 10.8 31,754 11.1 32,434 11.0

QLD 15,217 26.2 16,220 26.1 15,954 25.9 8,001 13.8 8,713 14.0 8,576 13.9

Cairns 562 25.8 609 25.0 522 24.2 299 13.7 351 14.4 273 12.6

Aloomba - - 3 16.7 - - 2 11.1 Bayview Heights 11 22.0 9 17.3 10 20.8 6 12.0 2 3.8 3 6.3 Bentley Park 50 31.6 38 22.5 39 24.8 25 15.8 21 12.4 14 8.9 Brinsmead 8 9.1 19 17.8 12 20.3 5 5.7 10 9.3 5 8.5 Cairns North 8 25.8 13 35.1 11 34.4 4 12.5 9 24.3 6 18.2 Caravonica-Barron 9 29.0 2 7.1 4 18.2 4 12.9 1 3.6 3 13.6 Clifton Beach and surrounds 15 25.4 12 18.2 11 20.8 5 8.5 7 10.6 4 7.7 Earlville 9 17.3 8 15.7 13 26.5 4 7.8 5 9.8 10 20.0 Edge Hill 24 36.9 21 30.4 18 28.1 12 18.5 11 15.9 10 15.4 Edmonton and surrounds 87 38.2 71 30.2 55 26.7 52 22.7 43 18.3 39 18.8 Freshwater 3 10.3 8 23.5 3 13.0 1 3.4 5 14.7 1 4.3 Goldsborough - - 1 5.9 - - 1 5.9 Gordonvale 24 25.5 46 42.2 26 24.8 10 10.6 32 29.4 15 14.3 Holloways Beach 6 21.4 4 14.3 7 29.2 2 7.1 3 10.7 5 20.8 Kanimbla 6 17.6 12 31.6 10 22.7 3 8.8 4 10.5 3 6.8 Kewarra Beach 9 13.0 21 20.6 15 20.0 5 7.2 11 10.8 7 9.3 Manoora 43 45.3 36 35.6 32 35.2 27 28.1 27 26.7 23 25.3 Manunda 26 40.0 21 33.3 22 33.8 15 23.1 14 22.2 14 21.5 Mooroobool 19 17.0 40 31.0 24 30.8 9 8.0 27 20.8 14 18.2

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Region (including local communities) Vulnerable on one or more domain(s) Vulnerable on two or more domains 2012 2015 2018 2012 2015 2018 n % n % n % n % n % n % Mount Sheridan 39 28.7 31 21.4 26 20.8 19 13.9 16 11.0 12 9.6 Outer Babinda 5 27.8 9 50.0 5 27.8 3 16.7 7 38.9 3 16.7 Parramatta Park 6 26.1 9 33.3 5 25.0 4 17.4 5 18.5 3 14.3 Redlynch 19 12.9 23 14.1 32 21.5 8 5.4 13 8.0 9 6.0 Smithfield 15 34.9 11 15.7 17 23.9 9 20.9 4 5.7 8 11.1 Stratford-Aeroglen 0 0.0 6 33.3 4 22.2 0 0.0 1 5.6 2 11.1 Trinity Beach 11 15.1 9 10.8 12 16.4 5 6.8 4 4.8 3 4.1 Trinity Park 7 15.9 5 9.8 11 20.0 2 4.5 1 2.0 6 11.1 Westcourt and surrounds 13 23.2 22 35.5 17 37.8 8 14.3 10 16.4 8 17.8 White Rock 20 27.0 29 30.2 32 31.1 9 12.3 15 15.6 20 19.4 Whitfield 8 14.8 13 22.4 8 15.7 6 11.1 8 13.8 6 11.8 Woree 19 33.3 27 33.3 15 20.5 13 22.8 15 18.5 3 4.1 Yarrabah 12 27.9 12 23.5 11 21.6 7 16.3 7 13.7 7 14.0 Yorkeys Knob 12 38.7 8 25.0 2 8.0 7 21.2 4 12.5 1 4.0

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Appendix 1: Critical difference estimates

The critical difference method was developed to help communities Worked example understand if the change in the percentage of children considered developmentally on track, at risk or vulnerable over time is significant. The If the community of Sometown had 56 children with a valid score in the community may have a different number of children with valid scores on social competence domain in 2015 and 81 children in 2018, then you each of the AEDC domains and summary indicators from one collection to should find the row in the correct category of developmentally on track, at another. The smaller of the two numbers should be used in the critical risk or vulnerable, that is relevant for a community with 56 children (not 81 difference table. The total number of valid instruments by each domain and children), and look at the critical difference in that row (the 40-59 children summary indicator required to calculate the critical difference have been row). included in Tables A5 and A6. Table A1 shows that Sometown would need to see a change of at least 8.0 For more information on the calculation of the critical difference, see the percentage points to represent a significant change between 2015 and 2018 in the percentage developmentally on track in the social competence AEDC technical report Calculation of the critical difference domain. ( www.aedc.gov.au/trcd ). 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.

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Critical difference for developmentally on track children

This table provides information on the critical difference required to indicate a significant change for communities of different sizes for children who are developmentally on track on each of the five developmental domains. Table A1 – On track critical difference percentage points for the five AEDC domains.

Developmentally on track critical difference percentage points

Community size Physical health and Social competence (%) Emotional maturity (%) Language and cognitive skills Communication skills and general (number of children) wellbeing (%) (school-based) (%) 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 3.5 700-1,499 2.6 2.0 2.1 2.1 2.3 1,500-2,499 1.8 1.4 1.4 1.5 1.6 2,500-3,499 1.4 1.1 1.1 1.1 1.2 3,500-6,000 1.2 0.9 1.0 1.0 1.0

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Critical difference for developmentally at risk children

This table provides information on the critical difference required by domain to indicate a significant change for communities of different sizes for children who are developmentally at risk. Table A2 – 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 4.3 700-1,499 2.7 2.5 2.6 2.6 2.8 1,500-2,499 1.9 1.7 1.8 1.8 1.9 2,500-3,499 1.4 1.3 1.4 1.4 1.5 3,500-6,000 1.2 1.1 1.2 1.2 1.2

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Critical difference for developmentally vulnerable children

This table provides information on the critical difference required by domain to indicate a significant change for communities of different sizes for children who are developmentally vulnerable. Table A3 – 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 2.9 700-1,499 2.2 1.5 1.6 1.6 1.9 1,500-2,499 1.5 1.1 1.1 1.1 1.3 2,500-3,499 1.2 0.8 0.9 0.9 1.0 3,500-6,000 1.0 0.7 0.7 0.7 0.9

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Table A4 – Developmentally vulnerable critical difference percentage points for summary indicators.

Developmentally vulnerable critical difference percentage points Community size (number of children) 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 2.8 700-1,499 2.5 1.9 1,500-2,499 1.7 1.3 2,500-3,499 1.3 1.0 3,500-6,000 1.1 0.8

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Table A5 – Total number of valid instruments by domain (2012, 2015, 2018): Australia, state/territory, community and local community.

Region (including local communities) Physical health and wellbeing Social competence Emotional maturity 2012 2015 2018 2012 2015 2018 2012 2015 2018 Australia 273,922 286,913 293,894 273,534 286,848 293,878 272,682 285,801 292,806

QLD 58,209 62,161 61,844 58,186 62,136 61,838 57,988 61,959 61,628

Cairns 2,190 2,439 2,165 2,190 2,438 2,165 2,184 2,437 2,158

Aloomba - - 18 - - 18 - - 18 Bayview Heights 50 52 48 50 52 48 50 52 48 Bentley Park 158 169 157 158 169 157 158 169 157 Brinsmead 88 107 59 88 107 59 88 107 59 Cairns North 33 37 33 33 37 33 32 37 32 Caravonica-Barron 31 28 22 31 28 22 31 28 22 Clifton Beach and surrounds 59 66 53 59 66 53 59 66 53 Earlville 52 51 50 52 51 50 51 51 50 Edge Hill 65 69 65 65 69 65 65 69 65 Edmonton and surrounds 229 235 207 229 235 207 228 235 207 Freshwater 29 34 23 29 34 23 29 34 23 Goldsborough - - 17 - - 17 - - 17 Gordonvale 94 109 105 94 109 105 94 109 105 Holloways Beach 28 28 24 28 28 24 28 28 24 Kanimbla 34 38 44 34 38 44 34 38 44 Kewarra Beach 69 102 75 69 102 75 69 102 75 Manoora 96 101 91 96 101 91 96 101 91 Manunda 65 63 66 65 62 66 65 62 64 Mooroobool 113 130 78 113 130 78 113 129 77 Mount Sheridan 137 145 125 137 145 125 137 145 125 Outer Babinda 18 18 18 18 18 18 18 18 18 Parramatta Park 23 27 21 23 27 21 23 27 20 Redlynch 147 163 150 147 163 150 147 163 150 Smithfield 43 70 72 43 70 72 43 70 72

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Region (including local communities) Physical health and wellbeing Social competence Emotional maturity 2012 2015 2018 2012 2015 2018 2012 2015 2018 Stratford-Aeroglen 21 18 18 21 18 18 21 18 18 Trinity Beach 73 83 73 73 83 73 73 83 73 Trinity Park 44 51 55 44 51 55 44 51 55 Westcourt and surrounds 56 62 46 56 62 46 56 62 44 White Rock 74 96 103 74 96 103 73 96 103 Whitfield 54 58 51 54 58 51 54 58 51 Woree 57 81 74 57 81 74 56 81 74 Yarrabah 43 51 51 42 51 51 42 51 51 Yorkeys Knob 33 32 25 34 32 25 33 32 25

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Table A5 (continued) – Total number of valid instruments by domain (2012, 2015, 2018): Australia, state/territory, community and local community

Region (including local communities) Language and cognitive skills (school-based) Communication skills and general knowledge 2012 2015 2018 2012 2015 2018 Australia 273,896 286,648 293,578 273,855 286,913 293,868

QLD 58,122 62,126 61,781 58,203 62,163 61,833

Cairns 2,179 2,437 2,158 2,190 2,438 2,164

Aloomba - - 18 - - 18 Bayview Heights 50 52 48 50 52 48 Bentley Park 158 169 157 158 169 157 Brinsmead 88 107 59 88 107 59 Cairns North 32 36 33 32 37 33 Caravonica-Barron 31 28 22 31 28 22 Clifton Beach and surrounds 59 66 52 59 66 53 Earlville 52 51 49 52 51 50 Edge Hill 65 69 64 65 69 65 Edmonton and surrounds 229 235 207 229 235 206 Freshwater 29 34 23 29 34 23 Goldsborough - - 17 - - 17 Gordonvale 94 109 105 94 109 105 Holloways Beach 28 28 24 28 28 24 Kanimbla 34 38 44 34 38 44 Kewarra Beach 69 102 75 69 102 75 Manoora 93 101 92 96 101 92 Manunda 65 62 66 65 63 66 Mooroobool 111 130 78 113 130 78 Mount Sheridan 136 145 125 137 145 125 Outer Babinda 18 18 18 18 18 18 Parramatta Park 23 27 21 23 27 21 Redlynch 147 163 149 147 163 150 Smithfield 43 70 71 43 70 72

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Region (including local communities) Language and cognitive skills (school-based) Communication skills and general knowledge 2012 2015 2018 2012 2015 2018 Stratford-Aeroglen 21 18 18 21 18 18 Trinity Beach 73 83 73 73 83 73 Trinity Park 44 51 54 44 51 55 Westcourt and surrounds 56 62 46 56 61 46 White Rock 74 96 103 74 96 103 Whitfield 54 58 51 54 58 51 Woree 57 81 74 57 81 73 Yarrabah 42 51 50 43 51 51 Yorkeys Knob 32 32 25 34 32 25

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Table A6 – Total number of valid instruments for summary indicators (2012, 2015, 2018): Australia, state/territory, community and local community

QLD 57,994 62,027 61,673 58,107 62,103 61,781

Cairns 2,180 2,438 2,154 2,187 2,438 2,159

Aloomba - - 18 - - 18 Bayview Heights 50 52 48 50 52 48 Bentley Park 158 169 157 158 169 157 Brinsmead 88 107 59 88 107 59 Cairns North 31 37 32 32 37 33 Caravonica-Barron 31 28 22 31 28 22 Clifton Beach and surrounds 59 66 53 59 66 52 Earlville 52 51 49 51 51 50 Edge Hill 65 69 64 65 69 65 Edmonton and surrounds 228 235 206 229 235 207 Freshwater 29 34 23 29 34 23 Goldsborough - - 17 - - 17 Gordonvale 94 109 105 94 109 105 Holloways Beach 28 28 24 28 28 24 Kanimbla 34 38 44 34 38 44 Kewarra Beach 69 102 75 69 102 75 Manoora 95 101 91 96 101 91 Manunda 65 63 65 65 63 65 Mooroobool 112 129 78 113 130 77 Mount Sheridan 136 145 125 137 145 125 Outer Babinda 18 18 18 18 18 18 Parramatta Park 23 27 20 23 27 21 Redlynch 147 163 149 147 163 150 Smithfield 43 70 71 43 70 72

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Number of children with valid scores (one or more Number of children with valid scores (two or more Region (including local communities) domains) domains) 2012 2015 2018 2012 2015 2018 Stratford-Aeroglen 21 18 18 21 18 18 Trinity Beach 73 83 73 73 83 73 Trinity Park 44 51 55 44 51 54 Westcourt and surrounds 56 62 45 56 61 45 White Rock 74 96 103 73 96 103 Whitfield 54 58 51 54 58 51 Woree 57 81 73 57 81 74 Yarrabah 43 51 51 43 51 50 Yorkeys Knob 31 32 25 33 32 25

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Appendix 2: Additional resources

A variety of resources are available online to help you understand AEDC AEDC resources at a glance results and learn more about the scope and purpose of the program. The resources listed below are just some of those available. These can be AEDC publications accessed through the AEDC website ( www.aedc.gov.au ) or alternatively Important AEDC resources include: by clicking on the links provided. • AEDC National report 2018 ( www.aedc.gov.au/natrep18 ) Refer to the AEDC User Guides ( www.aedc.gov.au/resources/user-guides • Schools sector messages ( www.aedc.gov.au/schsect ) ) for ideas and strategies on how to respond to AEDC data and connecting • Calculation of the critical difference ( www.aedc.gov.au/trcd ) with this community. • Fact sheet library ( www.aedc.gov.au/factsheets ) Key resources to help you get the most from this - About the AEDC data collection ( www.aedc.gov.au/abtdata ) Community Profile - About the AEDC domains ( www.aedc.gov.au/abtdom ) - Definition of AEDC terms ( www.aedc.gov.au/defterm ) For detailed information on AEDC results reporting, refer to the fact sheet - Understanding community boundaries ( www.aedc.gov.au/ucb ) Understanding the results ( www.aedc.gov.au/unders ). - Understanding the results ( www.aedc.gov.au/unders ).

The fact sheet Definition of AEDC terms ( www.aedc.gov.au/defterm ) is a valuable guide that describes terminology used throughout the program. AEDC videos The AEDC Data Explorer ( www.aedc.gov.au/tables ) is a searchable • Introduction to the AEDC ( www.aedc.gov.au/vi1 ) resource that allows comparisons across years and communities. 2018 • Informing your planning ( www.aedc.gov.au/vi2 ) AEDC community data is available from March 2019. • Understanding the data ( www.aedc.gov.au/vi3 ).

Key AEDC web pages

• Resources for communities ( www.aedc.gov.au/communities/resources-for-communities ) • Communities FAQs ( www.aedc.gov.au/communities/faq-for-communities )

• AEDC community results tables ( www.aedc.gov.au/tables ) • Validation and trial of the AEDC ( www.aedc.gov.au/valid ).

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