Allied Health NDIS Audit Checklist: worksheet
NDIS Practice Standards and Quality Indicators. 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 on 6 October 2026 (Federal Register: both compilations are the latest version on 6 October 2026).
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.
Standards library: https://compliance.theartofservice.com/frameworks/australia-ndis-practice-standards-and-quality-indicators. Page: https://allied-health-ndis-audit-checklist.theartofservice.com/rules/ndis-practice-standards/module-3-inclusion/
| Ref | Requirement (our statement of the clause) | Evidence an auditor or the regulator asks for | Common gap to check | Held (yes, partly, no, not applicable) | Where it is kept | Owner | Last reviewed | Next review |
|---|---|---|---|---|---|---|---|---|
| Module 3 5.1 | 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. Source: https://www.legislation.gov.au/F2018L00631/latest/text | 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 | Assessment based only on standardised clinic testing; No observation in the child's usual settings | ☐ yes ☐ partly ☐ no ☐ n/a | ||||
| Module 3 5.2 | 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. Source: https://www.legislation.gov.au/F2018L00631/latest/text | 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 | Goals framed only as skill drills without participation outcomes; Supports delivered in segregated settings without a plan to include | ☐ yes ☐ partly ☐ no ☐ n/a | ||||
| Module 3 5.3 | 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. Source: https://www.legislation.gov.au/F2018L00631/latest/text | 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 | Links recorded as suggested but never followed up; No consent on file for agency contact | ☐ yes ☐ partly ☐ no ☐ n/a | ||||
| Module 3 5.4 | 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. Source: https://www.legislation.gov.au/F2018L00631/latest/text | 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 | Strategies never shared with the child's early learning educators; No evidence of supports in daily routines outside therapy | ☐ yes ☐ partly ☐ no ☐ n/a |
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.