What evidence does an auditor or the regulator ask for under NDIS Practice Standards Module 3 4.1 to Module 3 4.8?

Family-centred support plans signed or acknowledged by the family; Planning meeting notes showing the family's choices recorded; Family feedback on the planning process; Intake and assessment records capturing the family's knowledge of the child; Plan reviews showing family observations used to adjust strategies; Family satisfaction survey results on being listened to; Family strengths and priorities assessment or ecomap; Support plans linking goals to the priorities the family named; Partnership meeting records; Support plans recording how the child and family members prefer to learn; Records

Rules / NDIS Practice Standards and Quality Indicators

Practice StandardsNDIS Practice Standards and Quality Indicatorsndis-practice-standards--module-3-the-family

Requirement

Module 3: The family

The Module 3 outcome the family: every quality indicator the NDIS Practice Standards set for it (Module 3 4.1 to Module 3 4.8), what an auditor asks to see under each, the common gaps, and a free worksheet to fill in.

Clause

NDIS Practice Standards Module 3 4.1 to Module 3 4.8

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 4.1The family: support plans based on child and family choice and controlsource

Requirement, our statement of the clause

Each child's support plan is built on the choice and control of the child and family and is developed together with the family, not written by the provider and handed over.

Evidence that typically shows this

Family-centred support plans signed or acknowledged by the family
Planning meeting notes showing the family's choices recorded
Family feedback on the planning process

Common gap to check

Plans drafted by the therapist before meeting the family
No record of the family's choices in the plan

Module 3 4.2The family: family expertise about their child recognised and respectedsource

Requirement, our statement of the clause

The provider recognises and respects what the family knows about their child and draws on that expertise when assessing the child, planning goals and delivering supports, treating the family as partners rather than recipients.

Evidence that typically shows this

Intake and assessment records capturing the family's knowledge of the child
Plan reviews showing family observations used to adjust strategies
Family satisfaction survey results on being listened to

Common gap to check

Family observations not recorded or not reflected in plans
Professional assessment treated as the only valid source

Module 3 4.3The family: strengths, needs and priorities identified in partnershipsource

Requirement, our statement of the clause

The provider works in partnership with the family to identify the family's strengths, needs and priorities, and records them so they guide the supports provided.

Evidence that typically shows this

Family strengths and priorities assessment or ecomap
Support plans linking goals to the priorities the family named
Partnership meeting records

Common gap to check

Assessment records only the child's deficits
Family priorities absent from the plan goals

Module 3 4.4The family: plans flexible and individualised to preferences and learning stylessource

Requirement, our statement of the clause

Each support plan is flexible and individual, reflecting the preferences and learning styles of the child and of each family member who takes part, and is adjusted when those change.

Evidence that typically shows this

Support plans recording how the child and family members prefer to learn
Records of plan changes made in response to family preferences
Varied delivery modes in session notes (coaching, modelling, written or video guidance)

Common gap to check

Template plans with identical strategies for different families
No record of how family members learn best

Module 3 4.5The family: plans culturally responsive to family beliefs and communitysource

Requirement, our statement of the clause

Each support plan responds to and respects the family's cultural beliefs and their community, including language, kinship and community practices, and does not ask the family to set aside its beliefs to receive supports.

Evidence that typically shows this

Cultural information captured at intake (language, cultural practices, community connections)
Records of interpreter or cultural liaison use
Cultural responsiveness training records for early childhood workers

Common gap to check

Culture recorded at intake but not reflected in the plan
Interpreters not offered to families who need them

Module 3 4.6The family: information and supports clear and built into everyday routinessource

Requirement, our statement of the clause

The provider gives information and supports in a clear, easy to understand and flexible way, and integrates the support into the child's everyday routines rather than relying on clinic-only activities.

Evidence that typically shows this

Routine-based intervention plans (mealtime, bath time, play, getting dressed)
Plain-language or translated information resources given to families
Session notes from home or other everyday settings

Common gap to check

Strategies only practised in clinic sessions
Written information too technical for the family

Module 3 4.7The family: family strengths built and own support network developedsource

Requirement, our statement of the clause

The provider promotes and develops the family's strengths and helps the family build its own network of formal and informal resources, recognising that good outcomes for children do not depend only on therapy programs focused on the child.

Evidence that typically shows this

Records of referrals or links to playgroups, parent groups and community services
Plans with goals for the family's own network and resources
Progress notes on the family's confidence and strengths

Common gap to check

Plans contain only therapy goals with no family network goals
No referrals to community or informal supports

Module 3 4.8The family: family participation in the child's learning strengthenedsource

Requirement, our statement of the clause

The provider works with the family to inform and strengthen their participation in, and contribution to, the child's learning and development, so the family can carry strategies into daily life between sessions.

Evidence that typically shows this

Coaching records showing parents practising strategies with feedback
Family learning resources provided and reviewed
Review notes on the family's contribution to progress

Common gap to check

Parents observe sessions but are never coached
No record of what the family contributes between sessions

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 4.1
Module 3 4.2
Module 3 4.3
Module 3 4.4
Module 3 4.5
Module 3 4.6
Module 3 4.7
Module 3 4.8

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 3.1 to Module 3 3.5Module 3: The child
Module 3 5.1 to Module 3 5.4Module 3: Inclusion
Module 3 6.1 to Module 3 6.4Module 3: Collaboration
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