ACECQA National Quality Standard

The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia. The NQS includes seven quality areas that are important to outcomes for children. Services are assessed and rated against the NQS by regulatory authorities in each state/territory and given a rating for each of the seven quality areas and an overall rating based on these results (ACECQA, 2018).

Quality as a driver of outcomes

High-quality ECEC is closely linked to improved cognitive, social, and emotional development for children, particularly during the critical years from birth to five. Research consistently shows that children attending high-quality ECEC services are better prepared for school and have stronger lifelong learning trajectories. This is especially significant for children from vulnerable or disadvantaged backgrounds, where quality education can act as a circuit breaker for intergenerational disadvantage (IPART, 2023; ACCC, 2023).  Additionally, degree-qualified early childhood teachers in ECEC can contribute to higher quality outcomes.

Importance of quality in ECEC provision

High quality ECEC gives children the best start in life, creating essential opportunities for learning and development in supportive environments. Qualified educators deliver this through structured, evidence-based learning frameworks. Quality is a foundational pillar of ECEC, with far-reaching impacts on child development, family wellbeing, and long-term social equity. While meeting the National Quality Framework (NQF) standards ensures basic regulatory compliance, the true value of ECEC is realised when services strive not just to meet, but to exceed these minimum benchmarks (National Quality Framework, Department of Education).

More specific to co-location, high quality ECEC provides benefits not just for the children but also the other occupants (such as residents or employees of the wider development) through increased activation and social connections supported by well- considered design to reduce land use conflict. As a whole, co-location of ECEC with other land uses leads to increased flexibility for families, which was a recommendation of the Productivity Commission in its inquiry report A path to universal early childhood education and care (Productivity Commission, 2024).

Beyond compliance:  a vision for excellence

ECEC providers that aim to exceed the NQS are more likely to offer stimulating learning environments, consistent caregiver relationships, and inclusive practices that support children with diverse needs.

Exceeding the standard also promotes better staff retention, strengthens community trust, and enhances service reputation.

Exceeding quality standards should be embedded into the design, regulation, and resourcing of ECEC services, not as an aspirational add-on, but as a core feature of effective service delivery. This includes investment in professional development, inclusive and culturally safe practices, and environments that foster both child and educator wellbeing.

Implications for this toolkit

Given this context, the toolkit encourages stakeholders to take a quality-first approach in planning and delivering ECEC services, particularly in co-located and regional settings. While ensuring compliance with regulatory requirements is essential, the toolkit promotes a best-practice model that positions quality as central to decision- making, from site selection and building design to staffing and operational governance.By embedding quality into every stage of development, this toolkit aims to support the creation of ECEC services that are not only accessible and affordable, but also enriching, inclusive, and transformative for the children and communities they serve.