Including children with additional needs requires Educators to extend upon the strategies they already use in providing quality care for children. It is imperative for Educators to develop a comprehensive understanding of each child’s interests and abilities and implement a program and environment that is receptive to their needs and inclusivity.

National Quality Standard (NQS)


Quality Area 1: Educational program and practice


Approved 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.

Quality Area 3: Physical Environment  



The design of the facilities is appropriate for the operation of a service


Fit for purpose

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.


Inclusive 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.


Resources 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.

Quality Area 5: Relationships with children  


Relationships between educators and children

Respectful and equitable relationships are maintained with each child.


Positive educator to child interactions

Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.


Dignity and rights of the child

The dignity and rights of every child are maintained.

Quality Area 6: Collaborative partnerships with families and communities    


Supportive relationships with families

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


Engagement with the service

Families are supported from enrolment to be involved in the service and contribute to service decisions.


Parent 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.


Collaborative partnerships

Collaborative partnerships enhance children’s inclusion, learning and wellbeing.


Access and participation

Effective partnerships support children's access, inclusion and participation in the program

Education and Care Services National Regulations


Children (Education and Care Services) National Law NSW


Interactions with children


Relationships in groups


Access for parents

Related Policies         


To be responsible for each child, irrespective of their additional needs and abilities. We aim to provide a supportive and inclusive environment that sanctions each child to fully participate in its education and care at the Service. Educators will remain encouraging, unprejudiced and authentic, ensuring that all children are treated equally and fairly and have the opportunity to grow and develop to their individual potential.


This policy applies to children, families, staff, management and visitors of the Service.

In accordance with The National Quality Standard, our Service positively responds to and welcomes children with additional needs who:

We understand that additional needs may be temporary or permanent and ascend from diverse origins, which require different responses.  Supporting children with additional needs enables them to participate and feel included; this also helps promote their strengths and may reduce their risk of developing mental health difficulties. Strategies for supporting children with additional needs can diverge significantly, because every child is unique.


Management/Nominated Supervisor will ensure:

Educators will: