Recently, there has been debate surrounding the potential implementation of the Phonics Screening Check (PSC) in Australian primary schools. The present study sought to investigate the child- and task-related factors influencing the PSC performances of Year 1 Australian students, who had received almost two years of systematic synthetic phonics (SSP) instruction. Non-parametric between- and within-group comparisons and correlational analyses were conducted to examine whether performance was influenced by gender, age, school site, real word status and item complexity. Approximately 82% of the students obtained or exceeded the South Australian PSC trial threshold of 28 points out of 40, which suggests the students were, on average, developing adequate word-level decoding skills. The only child- and task-related factors to emerge as statistically significant were age and item complexity.