The 2017 NAPLAN results were followed by political and media attention focusing on a decline in achievement in writing. This article analyses NAPLAN data to identify the locus of the decline. Contrary to media reports in which it was suggested Year 3 was problematic, the article systematically compares NAPLAN results between 2011 and 2017 to demonstrate that the actual decline is most evident in Year 7. Variations in achievement are influenced by such factors as gender, parents' occupation and geographic location. The case for systematic, large-scale research of writing pedagogy is suggested. It is also suggested the learning of grammar and the development of the complexities of writing should be embedded in students' authentic compositions. The importance of recognising students' agency as writers is emphasised. The paper suggests that the focus for intervention should be placed on developing compositional skills beyond Year 3 in order to raise achievement in the upper primary and lower secondary phases of schooling