Information sheets

This range of information sheets offers practical strategies to support educators and providers to think about quality practice and topics related to the seven quality areas of the National Quality Standard.


Quality Area 1 – Educational program and practice


Fostering children’s understanding and respect for Aboriginal and Torres Strait Islander cultures, and challenging biases can impact on children’s future attitudes towards cultural diversity. 

When educators strive to assess and understand the impact of their practice, they are engaging in reflective practice.

The United Nations Convention on the Rights of the Child states children have a right to be active participants in all matters affecting their lives.

Information to support approved providers, nominated supervisors, coordinators, educators and teachers when considering an in-nature program in their children’s education and care service as part of the National Quality Framework.

Practical considerations when considering or developing an in-nature program, including how it reflects the unique context of your service, children, families and community.

Quality Area 2 – Children's health and safety


Safe and hygienic practices ensure children experience toileting and nappy changing that supports their health and wellbeing. Appropriate, respectful procedures and practices can promote learning and capacity building.

Children need safe and secure environments to thrive in their life and learning. Effective supervision is integral to creating environments that are safe and responsive to the needs of all.

When incidents where children are mistakenly locked in or out of service premises occur, they can have severe consequences for children’s health and safety.

Information for centre-based providers and services to support children's safety during regular transportation, and to support compliance with new legislative requirements from 1 March 2023.

The approved provider, nominated supervisors, coordinators and educators have responsibility for supporting the health, safety and wellbeing of all children. In exercising their responsibilities, they must take reasonable care to protect children from…

Quality Area 3 – Physical environment


Providing babies with quality care and education includes offering positive experiences in the natural outdoor environment. 

Having a pet at your service gives children the opportunity to observe, interact and learn about animals. It can be a valuable part of a child’s education and care experience.

Contemporary theories and research informed by the Reggio Emilia approach recognise and value the environment as a ‘third teacher’. 

An inclusive service environment is one where both indoor and outdoor spaces – natural and built – are organised and adapted to support every child’s participation and engage every child in quality experiences (Element 3.2.1).

Quality Area 4 – Staffing arrangements


The approved learning frameworks are designed to inspire conversations, improve communication and provide a common language about children’s learning.

Quality Area 5 – Relationships with children


Research shows relationships are central to children developing acceptance, self-esteem and higher functioning thinking skills that contribute to positive learning and life outcomes.

From birth, children begin to explore how the social world works. Exploring and learning to manage feelings, behaviour, rights and responsibilities is a complex process.

Quality Area 6 – Collaborative partnerships with families and communities


Research shows children are much more likely to reach their full potential in life when their family and education and care service work together.

 Enrolment and orientation, when conducted well, are an opportunity to get to know each child and their family. 

Quality Area 7 – Governance and Leadership


This information sheet talks about the responsibility of the approved provider of ensuring that each team member’s roles and responsibilities are clearly defined and performance is regularly evaluated.

The educational leader has an influential role in promoting positive outcomes for children and families, and building the capacity of educators by inspiring, challenging and extending their practice and pedagogy.

The educational leader is responsible for leading the development of the curriculum at the service. To do this effectively the educational leader should encourage educators to collaborate and ensure the establishment of clear goals for teaching and learning.

Complaints and grievances can be opportunities for critical reflection and improving practices, relationships and outcomes for children and families.

The statement of philosophy reflects the beliefs and values of the service and assists educators in considering the service’s approach to learning, development and wellbeing.



Explains: documentation requirements for all school age services; continuing documentation requirements for school age care services in the ACT, South Australia, Tasmania, Victoria and Western Australia; documentation changes applying to…

This information sheet provides information about providing appropriate outdoor space in education and care settings.

The Australian, State and Territory Education Ministers have agreed to changes to the National Quality Framework (NQF) in relation to the protection of personal information.

This information sheet explains the key changes for centre-based services and providers.

This information sheet provides services with guidance about requirements that apply to services in multi-storey buildings shared with other occupants and do not have direct egress.

Guidance for building practitioners and planning professionals to improve their NQF understanding for the evacuation of centre-based services in multi-storey buildings.

The Australian, State and Territory Education Ministers have agreed to changes for approved providers of centre-based education and care services to maintain current information about service delivery, including notifying the…

Information for educators about Safety of children during daily transitions between services including OSHC and school

This information sheet supports approved providers and their services to increase awareness, foster positive cultural change, and promote and support child safe environments in children’s education and care environments.

This information sheet explains the changes, which are being made in response to recommendations by the Royal Commission into Institutional Responses to Child Sexual Abuse.

This information sheet supports approved providers to understand the changes in notification timeframes and processes.

Approved providers can apply for waivers from certain requirements of the National Regulations and the NQS.

Guidelines and information for approved providers and services for developing their safe transportation of children policy and procedures.

This fact sheet explains why this change is being made and how it relates to Australian Government decisions made under the Commonwealth Family Assistance Law (FAL).

Information for providers on the assessment and rating report provided by the regulatory authority.

Practical ideas on how the assessment and rating process, including the National Quality Standard Assessment and Rating Report, promotes continuous quality improvement at your service.

From 2023, there will be some process refinements to how regulatory authorities' quality assess and rate services under the National Quality Framework (NQF). These process changes seek to make quality assessment and rating more effective.

Information for centre-based providers and services that explains new legislative requirements for children's safety during regular transportation, as required from 1 March 2023.

Information for approved providers and their services answering common questions about the new requirements for the transportation of children​.

Information for centre-based providers and services around adequate supervision and risk assessments to support children's safety during transportation.

Information for providers and service leaders on recognising and managing inappropriate discipline.

Practical ideas for approved providers, service leaders, teachers and educators to support continuous quality improvement.

A career in education and care makes a significant and lasting contribution to the lives of children, their wellbeing, development, education and lifelong learning.

Ongoing self-assessment against the National Quality Standard drives continuous improvement in practice, and therefore leads to better quality outcomes for children.

To build resilience, the development of strategies to support individual staff members and teams is now, more than ever, important.

This fact sheet supports providers to understand changes affecting staffing and record keeping requirements when an educator or early childhood teacher is ill or absent.

This fact sheet supports providers to ensure staff who are ‘actively working towards’ qualifications are making satisfactory progress.

This fact sheet provides an overview of changes to education and care service fees and offence penalties.

National Quality Framework 2017-2018 changes

Information sheets and other guidance on the 1 October 2017 changes to the NQF and 1 February 2018 changes to the NQS.

Information sheet providing key information on transitioning to 2018 NQS.

This information sheet explains guidance on determining the Exceeding National Quality Standard rating, clarifying the difference with Meeting NQS.

Summary of key changes to the NQS from 1 February 2018

Summary table of the proposal and final decisions relating to NQF changes

Components of the revised NQS from 1 February 2018.

Comparison between 2012 and 2018 National Quality Standard

Explains changes and continuing requirements around responsible persons at a service and the removal of supervisor certificate provisions under the revised NQF.

Summary of key changes to the NQF from 1 October 2017

Summary table of changes to the Guide to the NQF made in October 2018

Summary of key changes to the NQF of relevance to FDC educators from 1 October 2017.

Summary of key changes to the NQF of relevance to FDC providers from 1 October 2017.