What evidence does an auditor or the regulator ask for under NDIS Practice Standards Module 3 5.1 to Module 3 5.4?

Functional assessment reports describing the child in everyday routines; Observation notes from the child's home, early learning or community settings; Assessment tools and procedures listed in the early childhood practice manual; Plan goals targeting participation in family and community activities; Session notes from community settings such as playgroups, parks or libraries; Progress reports describing participation achieved; Referral and linkage records with community services and agencies; Consent forms for sharing information with linked agencies; Contact lists of local services provided

Rules / NDIS Practice Standards and Quality Indicators

Practice StandardsNDIS Practice Standards and Quality Indicatorsndis-practice-standards--module-3-inclusion

Requirement

Module 3: Inclusion

The Module 3 outcome inclusion: every quality indicator the NDIS Practice Standards set for it (Module 3 5.1 to Module 3 5.4), what an auditor asks to see under each, the common gaps, and a free worksheet to fill in.

Clause

NDIS Practice Standards Module 3 5.1 to Module 3 5.4

Regulator

NDIS Quality and Safeguards Commission

Edition held

Rules Schedules 1 to 8, Compilation No. 6 (F2026C00527) and Quality Indicators Guidelines Compilation No. 3 (F2026C00528), in force 1 July 2026

Checked current

6 October 2026, Federal Register: both compilations are the latest version on 6 October 2026

Who it applies to

Registered providers of early childhood supports (certification).

Every clause in the standards library

NDIS Practice Standards and Quality Indicators on the standards library

Under review, not in force

The NDIS Commission's review of the Practice Standards (a proposed quality framework and changes to the standards and how they are assessed) is still being considered; nothing from it is in force.

Module 3 5.1Inclusion: assessment focused on functioning in everyday routinessource

Requirement, our statement of the clause

Assessment of each child's development looks at how the child functions in everyday routines and activities within their natural learning environments, such as home, early learning centre and community.

Evidence that typically shows this

Functional assessment reports describing the child in everyday routines
Observation notes from the child's home, early learning or community settings
Assessment tools and procedures listed in the early childhood practice manual

Common gap to check

Assessment based only on standardised clinic testing
No observation in the child's usual settings

Module 3 5.2Inclusion: inclusive participation in family, community and natural settings promotedsource

Requirement, our statement of the clause

The provider actively promotes the child's inclusive, meaningful and active participation in family life, community life and natural environments, rather than supporting the child only in clinic or segregated settings.

Evidence that typically shows this

Plan goals targeting participation in family and community activities
Session notes from community settings such as playgroups, parks or libraries
Progress reports describing participation achieved

Common gap to check

Goals framed only as skill drills without participation outcomes
Supports delivered in segregated settings without a plan to include

Module 3 5.3Inclusion: links with family community and other agencies builtsource

Requirement, our statement of the clause

The provider enables and builds links between each family and their community and other support agencies, so the child and family are connected beyond the provider.

Evidence that typically shows this

Referral and linkage records with community services and agencies
Consent forms for sharing information with linked agencies
Contact lists of local services provided to families

Common gap to check

Links recorded as suggested but never followed up
No consent on file for agency contact

Module 3 5.4Inclusion: participation in daily routines in natural learning environments promotedsource

Requirement, our statement of the clause

The provider promotes each child's inclusion through taking part in daily routines in their natural learning environments, such as early learning, kindergarten and home routines.

Evidence that typically shows this

Strategies embedded in early learning or kindergarten routines, with educator collaboration notes
Routine participation checklists reviewed with the family
Visit records to the child's early learning setting

Common gap to check

Strategies never shared with the child's early learning educators
No evidence of supports in daily routines outside therapy

Worksheet: what your practice holds, and where

Ref	Held (yes, partly, no, not applicable)	Where it is kept	Owner	Last reviewed	Next review
Module 3 5.1
Module 3 5.2
Module 3 5.3
Module 3 5.4

Download the worksheet (CSV)Print the worksheet (A4)

Completing this worksheet records what your practice holds and where. It does not make a practice compliant or ready for audit, and it is not legal advice.

Related requirements

NDIS Practice Standards and Quality Indicators

Module 3 4.1 to Module 3 4.8Module 3: The family
Module 3 6.1 to Module 3 6.4Module 3: Collaboration
Module 3 3.1 to Module 3 3.5Module 3: The child
Module 3 7.1 to Module 3 7.5Module 3: Capacity building
Module 3 8.1, Module 3 8.2, Module 3 8.3Module 3: Evidence-informed practice
Module 3 9.1 to Module 3 9.6Module 3: Outcome based approach
Every page of this instrument

The same topic in other instruments (children and families)

Children guidance P-1Support the child's own choices and communication
Children guidance P-2Protect privacy and dignity, and ask before touching
Children guidance P-3Deliver safe services with trained, supervised staff
Children guidance P-4Work within qualifications, evidence and the child's team
Ahpra shared Code of conduct 4.3Children, young people and other patients who may have additional needs

See every requirement for your practice See the specimen practice