Understanding the NQF

What Is the National Quality Framework?

The National Quality Framework (NQF) is Australia's national system for regulating and quality-assessing early childhood education and care services. Introduced in 2012, it replaced a patchwork of state and territory systems with a single, consistent approach to ensuring children receive high-quality education and care across the country.

18,018

Approved Services (Q2 2025)

91%

Rated Meeting NQS or Above

Quality Areas

Standards

Elements

The Five Components

The NQF is built from five interconnected components that work together to drive quality outcomes for children.

⚖️

National Law

The Education and Care Services National Law — the overarching legislation setting legal obligations for providers, supervisors, and educators.

📜

National Regulations

The Education and Care Services National Regulations — detailed operational requirements covering staffing, safety, programs, governance, and more.

⭐

National Quality Standard

The NQS — 7 Quality Areas with 15 standards and 40 elements that set the benchmark for quality education and care.

📘

Learning Frameworks

Two nationally approved frameworks — the EYLF (birth to 5) and MTOP (school age) — guiding curriculum and pedagogy.

🏅

Assessment & Rating

The quality rating system — services are assessed against the NQS and given ratings from Significant Improvement Required to Excellent.

Who Does It Apply To?

✅ Covered by the NQF

Long Day Care (LDC), Family Day Care (FDC), Preschool / Kindergarten, and Outside School Hours Care (OSHC) services — covering children from birth to 13 years of age.

❌ Not Covered

Occasional care, in-home care (nannies), schools providing full-time education, and services that are not approved under the National Law.

Who Administers It?

ACECQA (Australian Children's Education and Care Quality Authority) works with Australian, state, and territory governments to implement the NQF. Each state and territory has its own regulatory authority responsible for approving, monitoring, and assessing services. In NSW, this is the NSW Early Learning Commission (established October 2025, replacing the previous role of the NSW Department of Education).

📖 The Guide to the NQF

ACECQA publishes a comprehensive Guide to the National Quality Framework — an online resource of over 500 pages designed to help providers, educators, and authorised officers understand and apply the NQF requirements. It's regularly updated and available free from acecqa.gov.au. The Guide is not legal advice and the National Law and Regulations always take precedence.

The National Quality Standard

The NQS sets the national benchmark for quality. It contains 7 Quality Areas, each with 2–3 standards. Under each standard are elements — the specific outcomes that services must demonstrate. As of 1 January 2026, the NQS includes refinements to QA2 and QA7 to strengthen child safety. Click any Quality Area to expand it.

Educational Program and Practice

The educational program and practice of educators are child-centred, stimulating and maximise opportunities for enhancing and extending each child's learning and development.

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Standard 1.1 The educational program enhances each child's learning and development. Program

1.1.1Approved learning framework	Curriculum decision-making contributes to each child's learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
1.1.2Child-centred	Each child's current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
1.1.3Program learning opportunities	All aspects of the program, including routines, are organised in ways that maximise opportunities for each child's learning.

Standard 1.2 Educators facilitate and extend each child's learning and development. Practice

1.2.1Intentional teaching	Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
1.2.2Responsive teaching and scaffolding	Educators respond to children's ideas and play and extend children's learning through open-ended questions, interactions and feedback.
1.2.3Child directed learning	Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

Standard 1.3 Educators and coordinators take a planned and reflective approach to implementing the program for each child. Assessment and planning

1.3.1Assessment and planning cycle	Each child's learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
1.3.2Critical reflection	Critical reflection on children's learning and development, both as individuals and in groups, drives program planning and implementation.

Children's Health and Safety

Children have the right to experience quality education and care in an environment that safeguards and promotes their health, safety and wellbeing.

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Standard 2.1 Each child's health and physical activity is supported and promoted. Health

2.1.1Wellbeing and comfort	Each child's wellbeing and comfort is provided for, including appropriate opportunities to meet each child's need for sleep, rest and relaxation.
2.1.2Health practices and procedures	Effective illness and injury management and hygiene practices are promoted and implemented.
2.1.3Healthy lifestyle	Healthy eating and physical activity are promoted and appropriate for each child.

Standard 2.2 Each child is protected. Safety

2.2.1Supervision	At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
2.2.2Incident and emergency management	Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
2.2.3Child safety and protection	Management, educators and staff are aware of their roles and responsibilities regarding child safety, including the need to identify and respond to every child at risk of abuse or neglect. REFINED 2026

Physical Environment

The physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development.

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Standard 3.1 The design of the facilities is appropriate for the operation of a service. Design

3.1.1Fit for purpose	Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
3.1.2Upkeep	Premises, furniture and equipment are safe, clean and well maintained.

Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. Use

3.2.1Inclusive environment	Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
3.2.2Resources support play-based learning	Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
3.2.3Environmentally responsible	The service cares for the environment and supports children to become environmentally responsible.

Staffing Arrangements

Staffing arrangements enhance children's learning and development and ensure their safety and wellbeing.

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Standard 4.1 Staffing arrangements enhance children's learning and development. Staffing arrangements

4.1.1Organisation of educators	The organisation of educators across the service supports children's learning and development.
4.1.2Continuity of staff	Every effort is made for children to experience continuity of educators at the service.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical. Professionalism

4.2.1Professional collaboration	Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other's strengths and skills.
4.2.2Professional standards	Professional standards guide practice, interactions and relationships.

Relationships with Children

Respectful and equitable relationships are developed and maintained with each child.

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Standard 5.1 Respectful and equitable relationships are maintained with each child. Relationships between educators and children

5.1.1Positive educator to child interactions	Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
5.1.2Dignity and rights of the child	The dignity and rights of every child are maintained.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships. Relationships between children

5.2.1Collaborative learning	Children are supported to collaborate, learn from and help each other.
5.2.2Self-regulation	Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Collaborative Partnerships with Families and Communities

Respectful relationships with families are developed and maintained and families are supported in their parenting role.

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Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role. Supportive relationships with families

6.1.1Engagement with the service	Families are supported from enrolment to be involved in the service and contribute to service decisions.
6.1.2Parent views are respected	The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child's learning and wellbeing.
6.1.3Families are supported	Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

Standard 6.2 Collaborative partnerships enhance children's inclusion, learning and wellbeing. Collaborative partnerships

6.2.1Transitions	Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
6.2.2Access and participation	Effective partnerships support children's access, inclusion and participation in the program.
6.2.3Community engagement	The service builds relationships and engages with its community.

Governance and Leadership

Governance supports the operation of a quality service. Effective leadership builds and promotes a positive organisational culture and professional learning community.

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Standard 7.1 Governance supports the operation of a quality service that is child safe. Governance

7.1.1Service philosophy and purpose	A statement of philosophy guides all aspects of the service's operations.
7.1.2Management systems	Systems are in place to manage risk and enable the effective management and operation of a quality service that is child safe. REFINED 2026
7.1.3Roles and responsibilities	Roles and responsibilities are clearly defined, and understood, and support effective decision making and operation of the service.

Standard 7.2 Effective leadership builds and promotes a positive organisational culture and professional learning community. Leadership

7.2.1Continuous improvement	There is an effective self-assessment and quality improvement process in place.
7.2.2Educational leadership	The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
7.2.3Development of professionals	Educators, coordinators and staff members' performance is regularly evaluated and individual plans are in place to support learning and development.

💡 How Quality Areas Connect

The 7 Quality Areas are assessed individually but they're deeply interconnected. A strong educational program (QA1) is supported by qualified staff (QA4) working in well-designed environments (QA3). Positive relationships with children (QA5) and families (QA6) are enabled by good governance (QA7). Children's health and safety (QA2) underpins everything. Assessors look at the whole picture, not just individual boxes to tick.

Approved Learning Frameworks

The NQF includes two nationally approved learning frameworks. Services must deliver their educational program in accordance with the framework that applies to their service type. Both were updated to Version 2.0 in 2022, strengthening connections to child safety, Aboriginal and Torres Strait Islander perspectives, sustainability, and critical reflection.

📘 Belonging, Being & Becoming

The Early Years Learning Framework (EYLF) V2.0 — for children from birth to 5 years of age. Used by Long Day Care, Family Day Care, and Preschool/Kindergarten services.

📗 My Time, Our Place

MTOP V2.0 — for school-age children (5–13 years). Used by Outside School Hours Care (OSHC) services. Shares the same structure of principles, practices, and outcomes.

The EYLF: Elements of the Framework

The EYLF has four interconnected elements that guide educators' professional practice:

🔭

Vision

All children experience learning that is engaging and builds success for life.

🧭

Principles

Foundations that guide how educators work with children and families.

🛠️

Practices

What educators do — the actions and approaches they use daily.

🎯

Learning Outcomes

5 outcomes describing what children know, can do, and understand.

The 8 Principles

Principles reflect contemporary research and theory about children's learning and underpin practice. V2.0 added three new principles.

Secure, respectful and reciprocal relationships

Relationships are central to children's learning. Updated in V2.0 to include relational pedagogy.

Partnerships

Working with families, communities, and professionals to support children's learning.

Respect for diversity

Valuing and drawing on the social, cultural, and linguistic diversity of children and families.

Aboriginal and Torres Strait Islander perspectives

Embedding Aboriginal and Torres Strait Islander ways of being, knowing, and doing across the curriculum.

Equity, inclusion and high expectations

Ensuring all children have equitable access to resources and participation, with high expectations for every child.

Sustainability

Fostering respect for the natural world and supporting children to become environmentally responsible.

Critical reflection and ongoing professional learning

Educators continually examine their practice, assumptions, and the impact on children's learning.

Collaborative leadership and teamwork

Shared leadership approaches that value every team member's contribution to quality outcomes.

The 8 Practices

Practices describe how educators put the principles into action in their daily work with children.

Adopting holistic approaches

Being responsive to children

Planning and implementing learning through play

Intentional teaching

Creating physical and social learning environments

Valuing the cultural and social contexts of children and families

Providing for continuity and transitions

Assessing and monitoring children's learning

The 5 Learning Outcomes

The Learning Outcomes describe what children know, can do, and understand as a result of their learning experiences. They're not a checklist — they're interconnected and develop over time.

1 Children have a strong sense of identity

Children feel safe, secure and supported
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
Children develop knowledgeable, confident self-identities and a positive sense of self
Children learn to interact in relation to others with care, empathy and respect

2 Children are connected with and contribute to their world

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect for the environment

3 Children have a strong sense of wellbeing

Children become strong in their social, emotional and spiritual wellbeing
Children take increasing responsibility for their own health and physical wellbeing
Children are aware of and develop strategies to support their own mental and physical health and personal safety

4 Children are confident and involved learners

Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
Children develop a range of learning and thinking skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to another
Children resource their own learning through connecting with people, place, technologies and natural and processed materials

5 Children are effective communicators

Children interact verbally and non-verbally with others for a range of purposes
Children engage with a range of texts and gain meaning from these texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems work
Children use digital technologies and media to investigate ideas and represent their thinking

🔗 How the EYLF Connects to QA1

Element 1.1.1 requires that curriculum decision-making contributes to each child's learning and development outcomes. This means educators must demonstrate how they use the EYLF's principles, practices, and outcomes to plan, implement, and reflect on their educational program. Assessors will look for evidence that the Framework is embedded in daily practice, not just referenced in documents.

Assessment and Rating

Every approved service is assessed and rated against the NQS by their state or territory regulatory authority. Services receive a rating for each of the 7 Quality Areas and an overall rating. Ratings are published on the national register and must be displayed at the service.

The Five Rating Levels

⭐ Excellent

The service promotes exceptional education and care, demonstrates sector leadership, and is committed to continually improving. Awarded by ACECQA — services rated Exceeding NQS in all 7 Quality Areas may apply for the Excellent rating through an additional application process.

🟢 Exceeding National Quality Standard

The service goes beyond the requirements of the NQS in meaningful ways. From 2018, to achieve Exceeding in a Quality Area, services must demonstrate quality in practice, informed by critical reflection, and shaped by meaningful engagement with families and/or community. Nationally, about 20% of services are rated Exceeding NQS.

✅ Meeting National Quality Standard

The service meets the NQS — it provides quality education and care in all 7 Quality Areas. All elements must be assessed as "Met" for a Quality Area to be rated Meeting. This is where the majority of services sit — about 70% nationally.

🟡 Working Towards National Quality Standard

The service provides a safe education and care program, but there are one or more Quality Areas identified for improvement. Services at this level will be reassessed within 12 months. About 9% of services nationally. The good news: 69% improve their rating at reassessment.

🔴 Significant Improvement Required

The service does not meet one or more Quality Areas or a section of the legislation, and there is a significant risk to children's safety, health, or wellbeing. The regulatory authority will take immediate action. Fewer than 0.1% of services (11 nationally as at Q2 2025).

How Assessment and Rating Works

Before the Visit

Services receive at least 5 business days' notice before an Assessment and Rating visit. They can request a full assessment (all 7 QAs) or nominate specific Quality Areas for reassessment. The service's Quality Improvement Plan (QIP) is a key document — it shows self-assessment and goals.

During the Visit

An authorised officer (trained by ACECQA) visits the service to observe practice, review documentation, and discuss the educational program, policies, and procedures with educators and management. They assess against every element of the NQS and check compliance with the National Law and Regulations.

After the Visit

The officer prepares a draft report with proposed ratings and feedback. The service has 10 business days to provide feedback on the draft before it's finalised. Once the final report is issued, the service can apply for a review if they disagree with the rating — first to the regulatory authority, and then to ACECQA if still unsatisfied.

National Snapshot (Q2 2025)

70%

Meeting NQS

20%

Exceeding NQS

Working Towards

<1%

Significant Improvement

Quality Areas Most Commonly Rated Working Towards

These are the areas where services most frequently need improvement — and where assessors focus their attention:

QA7 — Governance & Leadership

Most common area for Working Towards ratings. Key gaps: management systems, QIP quality, and professional development planning.

QA1 — Educational Program

Second most common. Key gaps: critical reflection (1.3.2), assessment and planning cycles, and linking program to EYLF outcomes.

Quality Areas Most Commonly Rated Exceeding

QA5 — Relationships with Children

Highest Exceeding rates — lowest Working Towards (2%). Strong relationships are a strength across the sector.

QA6 — Collaborative Partnerships

Also very strong nationally with only 1% of services rated Working Towards in this area.

📋 The Quality Improvement Plan (QIP)

Every service must have a QIP — a living document that captures self-assessment against the NQS, identifies strengths and areas for improvement, and sets goals. The QIP is one of the first things assessors look at. A strong QIP demonstrates genuine critical reflection, not just compliance. ACECQA provides a QIP template, but services can use any format. The key is that it's current, specific, and drives real improvement.

Key Roles Under the NQF

The NQF defines specific roles with distinct legal responsibilities. Understanding who is responsible for what is essential for compliance and quality practice. These roles are defined in the National Law and carry legal obligations — they're not just job titles.

🏢 Approved Provider (AP)

The person or entity that holds the provider approval and is ultimately responsible for the operation of the service. This might be an individual, a company, a committee, or an organisation.

Holds the provider approval and service approval (these are separate approvals)
Overall responsibility for ensuring the service complies with the National Law and Regulations
Must designate a Nominated Supervisor and may appoint a Person in Day-to-Day Charge
Responsible for ensuring the QIP is developed and regularly reviewed
Must ensure adequate staffing, ratios, and qualifications at all times
Must notify the regulatory authority of certain events (e.g., serious incidents, complaints, changes)
From 27 Feb 2026: must register with the National ECEC Worker Screening and Registration Database

👤 Nominated Supervisor (NS)

A person designated by the Approved Provider as the supervisor with overall responsibility for the day-to-day management of the service. Named on the service approval.

Must be at least 18 years old and have adequate knowledge of the NQF
Must hold (or be working towards) a Working With Children Check
Must have completed child protection training under Section 162A
Responsible for ensuring the educational program is based on an approved learning framework
Must ensure policies and procedures are implemented and followed
Has authority to manage and direct the service's operations day to day
Must consent in writing to the role and be named on ACECQA's national register
There must be a NS or PIDTC present at the service at all times children are being educated and cared for

📋 Person in Day-to-Day Charge (PIDTC)

A person placed in charge of the service when the Nominated Supervisor is absent. The NS or a PIDTC must be present whenever the service is operating.

Must be at least 18 years old with adequate knowledge of the NQF
Must hold a current WWCC and have completed Section 162A child protection training
Must consent in writing to the role
Carries the same day-to-day responsibilities as the NS while in charge
Multiple people can be appointed as PIDTC — important for coverage across the week

🎓 Educational Leader

A person designated by the Approved Provider to lead the development and implementation of the educational program (Regulation 118). This is a pedagogical leadership role, not a management title.

Leads the development, implementation, and evaluation of the educational program
Supports educators with the assessment and planning cycle
Fosters critical reflection among the team
Mentors and supports educators' professional development in curriculum and pedagogy
Assessed primarily through QA1 (program and practice) and QA7 (Element 7.2.2)
The role can be held by the NS, a teacher, a room leader, or another qualified person — what matters is that they're actively leading the educational program

👩‍🏫 Educators and Staff

All people who work directly with children in the delivery of education and care, including early childhood teachers, diploma-qualified educators, and certificate-qualified educators.

Must meet qualification requirements under the National Regulations (varies by service type and age group)
Must hold a current Working With Children Check before commencing work (from 27 Feb 2026, must be held before start date)
Must hold current first aid, anaphylaxis, and asthma management qualifications
Must complete child protection awareness training (Regulation 84)
From 27 Feb 2026: must complete Geccko child safety training (individual accounts required)
Counted in educator-to-child ratios (e.g., 1:4 for under-2s, 1:10 for 3–5 year-olds in most states)

⚖️ Important: These Roles Carry Legal Responsibilities

The National Law assigns specific legal obligations to each of these roles. Failing to meet those obligations can result in compliance notices, fines, or in serious cases, prosecution. The Approved Provider bears ultimate responsibility, but Nominated Supervisors, PITDCs, and educators all have personal legal duties — particularly around supervision (S.165), protecting children from harm (S.166A/167), and notification requirements.

2025–26 NQF Reforms

2025–26 represents the most significant reform period since the NQF was introduced in 2012. Triggered by serious child safety incidents and the subsequent Wheeler Review (June 2025), these changes strengthen child protection requirements across the entire framework. Here's what has changed and what's coming.

Timeline of Key Changes

1 September 2025

First Regulatory Changes Take Effect

24-hour notification for abuse allegations (R.162, reduced from 7 days). New mandatory digital technology policy requirement (R.168(2)(ha)). These were the first changes arising from the Education Ministers' joint actions.

1 October 2025

NSW Early Learning Commission Established

The independent NSW Early Learning Commission replaces the previous regulatory function within the NSW Department of Education. Led by Commissioner Natasha Broadhurst, with $55M investment and 60+ new staff.

6 November 2025 (NSW)

Personal Device Ban Commences

Section 223B of the National Law (NSW amendment) prohibits personal electronic devices in children's areas. New penalty regime: $3,420 individual / $17,200 service / $51,600 large provider. Applies to phones, smartwatches, tablets, cameras, and wearable technology.

20 November 2025 (NSW)

Compliance History Display Required

Section 172(3)(4) NSW — services must display their compliance history at the main entrance using an approved short-form template.

1 January 2026

NQS Refinements — QA2 and QA7

Element 2.2.3 renamed to "Child safety and protection" with enhanced focus on identifying and responding to children at risk. Standard 7.1 now explicitly references child safe governance. QIP must address child safety.

27 February 2026

Major National Changes

Geccko child safety training required for all staff, volunteers, and students (individual accounts with personal email addresses). National ECEC Worker Screening Database — Approved Providers must register and enter workforce data within 1 month. WWCC before starting work — no staff may commence without a current check held before their start date.

What This Means in Practice

For Approved Providers

Register with the National Worker Database, ensure all staff have Geccko accounts, update digital technology and child safety policies, review QIP to address child safety, ensure compliance history is displayed, implement device management procedures.

For Nominated Supervisors

Verify all staff WWCC status and expiry dates, confirm S162A training is current, implement personal device ban procedures (NSW), ensure 24-hour notification capability, check Geccko completion records.

For Educators

Create your individual Geccko account (personal email), complete the Foundation module, understand your role in child safety (Element 2.2.3), comply with device restrictions, know the 24-hour notification process for abuse allegations.

🔍 The Big Picture

These reforms share a common thread: placing children's safety at the heart of the NQF. The Wheeler Review found that while the framework was broadly effective, child safety protections needed to be more explicit, more consistent, and more actively monitored. The 2025–26 changes embed child safety across the legislation (National Law amendments), the standards (NQS refinements), the workforce (Geccko, Worker Register, WWCC), and operational practice (device bans, notification timelines, digital technology policies). This is not a one-off — it represents a permanent shift in regulatory focus.

Key Resources for 2026 Changes

🌐 ACECQA — Child Safety

acecqa.gov.au/nqf/child-safety — Official guidance on NQS refinements, child safe governance, and implementation support.

🎓 Geccko Registration

learning.education.gov.au/register — Create individual accounts for all staff. Foundation module is free.

📊 National Worker Register

acecqa.gov.au — Information on registration requirements and timelines for Approved Providers.

🏛️ NSW Early Learning Commission

NSW ECEC regulation — NSW-specific requirements including device ban and compliance history display.