National Quality Standard
National Quality Standard – Australia’s Benchmark for Quality in Early Childhood Education & Care
The National Quality Standard (NQS) is the central benchmark within Australia’s National Quality Framework (NQF). It sets clear expectations for what constitutes high-quality education and care in early childhood and school-age services.
This page dives deep into the National Quality Standard: its structure, the seven Quality Areas, standards and elements, how services are assessed, and what it means for children, families, and providers. The goal: to make this your definitive authority on the NQS.
What Is the National Quality Standard?
The National Quality Standard is one of the core components of the National Quality Framework. It establishes a national benchmark for quality across all early childhood and out-of-school-hours care services. All approved services are assessed against the NQS as part of their regulatory process.
Where the NQS fits in:
- It sits within the broader NQF, guided by laws, regulations, assessment, and approved learning frameworks.
- It provides seven Quality Areas that describe domain-specific expectations of quality.
- Under each Quality Area, there are Standards and Elements that break down what “meeting standard” looks like in practice.
In simpler terms, the NQS tells us what good looks like — from program planning and safety to leadership and community partnerships.
Structure: Quality Areas, Standards and Elements
The power of the National Quality Standard lies in its hierarchical structure:
- Quality Areas — broad domains of quality (7 total)
- Standards — high-level outcome statements within each Quality Area
- Elements — more detailed subcomponents that describe how each standard should be met
This structure offers clarity, depth, and actionable expectations.
The Seven Quality Areas (with Highlights & Examples)
Below is a breakdown of each Quality Area within the National Quality Standard, along with key standards / elements and practical markers of excellence. Use this as a reference guide when evaluating or improving service quality.
These seven quality areas are drawn from Schedule 1 – National Quality Standard of the Education and Care Services National Regulations (2011)
Quality Area 1: Educational Program and Practice
What it means:
Every child should experience a program that genuinely moves their learning forward. Educators notice what interests each child, set clear learning intentions, and scaffold new skills through purposeful, play-based experiences. Planning isn’t accidental — it’s intentional, responsive, and reflective.
Key Standards and Elements:
| Standard | |
|---|---|
| Standard 1.1 — Program: | The program is designed to enhance each child’s learning and development. |
| Standard 1.2 — Practice: | Educators facilitate, extend, and intentionally teach, responding to children’s ideas and play. |
| Standard 1.3 — Assessment & Planning: | Educators and coordinators use a continuous cycle of observation, documentation, reflection, and planning. |
Markers of quality:
- The program evolves from children’s ideas, strengths, cultures, and changing needs.
- Educators regularly observe and assess, then adjust plans based on what they learn.
- Play is purposeful and guided — with rich provocations that prompt thinking, language, and problem-solving.
- Routines are learning moments (e.g., mealtimes build self-help skills and language; transitions are calm and intentional).
- Diverse, accessible materials invite exploration, creativity, and challenge for different ages and abilities.
Quality Area 2: Children’s Health and Safety
What it means:
Children’s health, safety, and wellbeing are non-negotiable. Services must prevent risks before they occur, respond confidently when issues arise, and build daily habits that support physical, emotional, and mental health — from safe sleep and hygiene to nutrition, active play, and protective behaviours.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 2.1 — Health: | Each child’s health is supported and promoted (wellbeing, comfort, illness management, hygiene, healthy lifestyles). |
| Standard 2.2 — Safety: | Children are protected through effective supervision, hazard management, emergency preparedness, and child-protection practices. |
Markers of quality:
- Clear health routines: robust hygiene, illness exclusion, medication and allergy/anaphylaxis plans; safe sleep practices that are consistently followed.
- Active supervision & safe environments: educators know where children are, scan and position themselves well; hazards are identified, minimised, and documented.
- Prepared for incidents: up-to-date first aid, drills and practised emergency procedures; incidents recorded, reviewed, and used to improve practice.
- Transparent communication: families receive timely, plain-English updates about health practices, incidents, and preventative measures.
- Healthy daily rhythm: active play and outdoor time every day, balanced with rest/relaxation; nutritious food and hydration aligned with children’s needs and family preferences/culture.
Quality Area 3: Physical Environment
What it means:
Children learn best in spaces that are safe, clean, welcoming, and thoughtfully designed. Indoors and outdoors, the environment should invite exploration, support inclusive participation, and offer the right balance of movement, collaboration, and quiet retreat.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 3.1 — Design: | Facilities, layout, and location are fit for purpose, accessible, and well maintained. |
| Standard 3.2 — Use: | Environments are inclusive and promote competence, exploration, and play-based learning, with resources organised so every child can engage meaningfully. |
Markers of quality:
- Accessible, engaging spaces: clear pathways, child-height storage, defined areas for art, construction, dramatic play, literacy, and outdoor learning.
- Nature woven in: plants, natural light, open-ended natural materials and textures used purposefully to calm and inspire.
- Choice and flow: areas for big movement, small-group collaboration, and quiet nooks for rest or focused play; indoor–outdoor flow where possible.
- Inclusive, diverse resources: materials reflect children’s cultures and abilities; rotations keep interest high while supporting mastery.
- Routine upkeep & safety: documented cleaning, maintenance, risk checks and repairs; furniture and equipment are safe, clean, and in good repair.
Quality Area 4: Staffing Arrangements
What it means:
Great programs rely on great people. Staffing isn’t only about having enough adults — it’s about the right qualifications, stable relationships, clear roles, and a professional culture where educators learn together and act ethically. Consistent, well-supported teams help children feel secure and ready to learn.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 4.1 — Staffing arrangements: | The way educators are organised enhances children’s learning and development (qualified staff, correct ratios, thoughtful deployment). |
| Standard 4.2 — Professionalism: | Management, educators and staff collaborate respectfully, uphold professional standards, and reflect ethical practice. |
Markers of quality:
- Qualified, present, and in ratio: educators with appropriate qualifications and skills are visibly engaged with children throughout the day.
- Consistency of educators: low turnover and predictable faces in each room; thoughtful rostering to protect continuity of relationships.
- Strong teamwork: clear, calm communication; educators support each other during transitions, breaks and supervision.
- Embedded leadership & role clarity: everyone knows their responsibilities; the educational leader is active in coaching, planning and reflection.
- Induction, mentoring & ongoing learning: new staff are well-inducted; regular professional development, reflective meetings and mentoring lift practice over time.
Quality Area 5: Relationships with Children
What it means:
Warm, responsive relationships are the engine of early learning. When children feel seen, safe and respected, they’re ready to explore, communicate and try new challenges. Educators build trust through everyday interactions — noticing feelings, naming them, and guiding children to connect with others.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 5.1 — Relationships between educators and children: | Each child experiences respectful, equitable interactions that support security, confidence and inclusion. |
| Standard 5.2 — Relationships between children: | Children are supported to build, maintain and repair relationships with peers through guided social learning. |
Markers of quality:
- Attuned educators: adults get down to children’s level, listen closely, acknowledge feelings and respond promptly and kindly.
- Social–emotional coaching: explicit teaching of emotional regulation, turn-taking, sharing language, and perspective-taking.
- Guided problem-solving: calm conflict resolution routines (stop, listen, name the problem, brainstorm, agree, follow-up).
- Rich collaborative play: small-group projects, role play and games that nurture cooperation, empathy and leadership.
- Belonging and inclusion daily: greetings by name, culturally responsive practices, visual supports, and routines that help every child feel welcome and capable.
Quality Area 6: Collaborative Partnerships with Families and Communities
What it means:
Children do best when families, services and communities work together. Families are recognised as children’s first teachers, and their culture, language and goals shape the program. Strong local connections (health, libraries, culture, services) widen support and enrich learning.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 6.1 — Supportive relationships with families: | Respectful, ongoing partnerships with families are built and maintained from enrolment onward. |
| Standard 6.2 — Collaborative partnerships: | Community connections and coordinated approaches enhance inclusion, learning and wellbeing (transitions, access, participation, engagement). |
Markers of quality:
- Genuine two-way communication: not just newsletters — conversations, surveys, goal-setting, translations where needed, and timely responses.
- Family voice in decisions: families contribute ideas and feedback to plans, policies, events and individual learning goals.
- Local partnerships: active links with libraries, health services, cultural groups, early intervention and community organisations.
- Warm orientation & smooth transitions: clear enrolment supports, staggered starts, transition statements and handovers to schools/other services.
- Culturally responsive practice: home languages and cultures are visible in environments, documentation and routines; interpreters and community liaisons used where helpful; inclusive events that reflect the community’s diversity.
Quality Area 7: Governance and Leadership
What it means:
Quality doesn’t happen by accident. It’s built through strong leadership, clear governance, and a culture where everyone knows their role, follows up on actions, and learns together. Good governance keeps the service ethical, compliant and accountable; good leadership drives continuous improvement for children and families.
Key Standards / Elements:
| Standard | |
|---|---|
| Standard 7.1 — Governance: | Policies, systems and roles support the operation of a quality service (risk, compliance, records, clear responsibilities). |
| Standard 7.2 — Leadership: | Educational and organisational leadership builds professional culture, reflective practice and ongoing improvement (mentoring, PD, QIP). |
Markers of quality:
- Philosophy in action: a living service philosophy guides daily decisions — visible in environments, planning and relationships.
- Current policies & procedures: accessible, up-to-date, aligned with legislation; staff can explain how they are applied.
- Clear roles & accountability: responsibilities are documented; handovers, meetings and audits keep everyone on the same page.
- Investing in people: leaders prioritise reflection, mentoring and professional development; educators are coached, not just “checked”.
- Active QIP cycle: the Quality Improvement Plan is reviewed regularly, shows progress and next steps, and is shared with families and staff.
How Services Are Assessed & Rated Against the National Quality Standard
Services undergo a rigorous evaluation to see how well they meet the benchmarks set out in the National Quality Standard.
Overview of the process:
- Notice and preparation – The service is notified, staff prepare documents and QIP.
- Assessment visit – Assessors visit, observe practice, engage with educators and families, review documentation.
- Draft report & feedback – The service reviews findings, may clarify or provide evidence.
- Final rating – Each Quality Area is rated, plus an overall rating.
- Publication – Ratings are made public for transparency.
Rating categories:
- Excellent – Exemplary practice and leadership
- Exceeding NQS – Going beyond the requirements
- Meeting NQS – Fully meeting all standards
- Working Towards NQS – Some gaps remain
- Significant Improvement Required – Urgent action needed
Services with lower ratings are subject to review, guidance, and sometimes sanctions.
What the National Quality Standard Means for Children & Families
For parents:
- You can compare services using their published ratings
- You can ask clear questions about strengths and improvement areas
- Ratings reflect quality in safety, curriculum, environment, staffing, relationships, and leadership
For children:
- Many benefits are built in: safe environments, enriching programs, consistent relationships, supportive communities
- High-quality services foster competence, confidence, belonging, resilience, and lifelong love of learning
Continuous Improvement & the Role of the QIP
No service “finishes”—the NQS is designed to push continual enhancement.
- Quality Improvement Plan (QIP) is the service’s roadmap: goals, strategies, progress
- QIP should involve educators, families, children in the process
- Leadership, governance, staff reflection, professional learning, and feedback cycles drive improvement
- Reassessment cycles encourage ongoing growth, not complacency
Common Misconceptions (and Clarifications)
| Misconception | Reality |
|---|---|
| “Ratings are fixed forever” | No — services are reassessed periodically |
| “Excellent = always perfect” | Even “Excellent” services review and adapt continually |
| “Ratings reflect cost” | No — they reflect how a service meets quality measures, not fee levels |
| “Once a service gets a good rating, it stops improving” | Good services maintain improvement efforts through the QIP and reflective practice |
TL;DR — National Quality Standard (NQS) in a Nutshell
- The NQS is Australia’s benchmark for early childhood and school-age care quality, embedded in the NQF.
- It includes seven Quality Areas covering curriculum, health, environment, staffing, relationships, families, governance.
- Each area is broken into standards and elements that describe how services should perform.
- Services are assessed, rated, and results made public.
- Quality is dynamic — ongoing reflection, leadership, and improvement are essential.
- For families, the NQS gives transparency and accountability to help select quality care.