Quality Area 5, Relationships with children, has 2 standards (5.1 Relationships between educators and children, 5.2 Relationships between children) and 4 elements. The NQS describes it this way: “Relationships that are responsive, respectful and promote children’s sense of security and belonging free them to explore the environment and engage in learning.” Services are rated Working Towards, Meeting or Exceeding NQS against each standard, and the standard ratings determine the quality area rating.
Quality Area 5 is assessed almost entirely by watching. It asks whether each child has a responsive, respectful relationship with their educators, whether every child’s dignity and rights are maintained, and whether children are supported to build relationships with each other and to regulate their own behaviour. The regulations behind it are short; the evidence is in the tone of a room.
Wording reproduced from Schedule 1 of the Education and Care Services National Regulations, reprint current as at 12 August 2026.
| Number | Concept | Standard / element |
|---|---|---|
| Standard 5.1 | Relationships between educators and children | Respectful and equitable relationships are maintained with each child. |
| 5.1.1 | Positive educator to child interactions | Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. |
| 5.1.2 | Dignity and rights of the child | The dignity and rights of every child are maintained. |
| Standard 5.2 | Relationships between children | Each child is supported to build and maintain sensitive and responsive relationships. |
| 5.2.1 | Collaborative learning | Children are supported to collaborate, learn from and help each other. |
| 5.2.2 | Self-regulation | Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. |
Exceeding is judged standard by standard against the three themes. For this quality area the Guide to the NQF and the assessor evidence typically point to:
Each element is assessed as Met or Not Met. A standard is rated Meeting NQS only when every element under it is met; one unmet element makes the standard Working Towards NQS. A standard can be rated Exceeding NQS when the service shows all three Exceeding themes for that standard: practice is embedded in service operations, practice is informed by critical reflection, and practice is shaped by meaningful engagement with families and/or the community. Standard ratings roll up to the quality area, and the quality area ratings roll up to the overall rating: one Working Towards quality area caps the overall rating at Working Towards. An overall Exceeding NQS rating needs at least four quality areas rated Exceeding, including at least two of Quality Areas 1, 5, 6 and 7. The rating levels themselves are prescribed by regulation 57.
Standard 5.1 Relationships between educators and children: 5.1.1 Positive educator to child interactions and 5.1.2 Dignity and rights of the child. Standard 5.2 Relationships between children: 5.2.1 Collaborative learning and 5.2.2 Self-regulation. Four elements.
That the approved provider takes reasonable steps to ensure education and care is provided in a way that encourages children to express themselves and their opinions, develops self-reliance and self-esteem, maintains at all times the dignity and rights of each child, gives positive guidance and encouragement toward acceptable behaviour, and has regard to each child’s family and cultural values, age, development and abilities.
Section 166 of the National Law prohibits corporal punishment and any discipline that is unreasonable in the circumstances, and regulation 155(d) requires positive guidance. Isolating a child as a punishment is generally treated by regulators as inconsistent with those requirements and is a common Element 5.2.2 finding. Supporting a child to take a break with an educator is a different thing.
Mostly by observation across the whole visit, in every room and at transitions, meals and rest, supplemented by discussion with educators and a check that the interactions policy under regulation 168(2)(j) and any individual behaviour plans match what was seen.
Quality Area 5, particularly Element 5.2.2 Self-regulation and Element 5.1.2 Dignity and rights of the child, with the legal basis in regulation 155 and section 166 of the National Law.
Type the element number or the situation in your room. WIDEN Law answers with the regulation, the NQS element and the Guide to the NQF passage it relied on, so you can check the source.
14-day free trial, no card →This page is a research summary, not legal or compliance advice. Element and regulation wording is reproduced from the current reprint of the National Regulations; confirm the position with your regulatory authority before relying on it for a compliance decision.