Early Childhood Teacher Ratio Requirements Based on Attendance

Staffing ratios play a vital role in the daily activities of early learning services. From planned learning experiences to supervision during play, mealtimes, and rest periods, having the right mix of qualified educators ensures children receive consistent, high-quality care and education.

Under Australia’s National Quality Framework (NQF), centre-based services must meet specific staffing and qualification requirements based on the number of children attending at any given time. These requirements support safe environments, meaningful learning activities, and positive outcomes for children.

What Are Centre-Based Services?

Centre-based services include:

• Long day care services

• Preschools

• Kindergartens

Across most Australian states and territories, these services must follow national educator-to-child ratios and qualification standards to remain compliant.

Diploma-Qualified Educators and Daily Practice

Educators who hold a Diploma of Early Childhood Education and Care play an important role in supporting daily learning activities. Working alongside Early Childhood Teachers, diploma-qualified educators help implement educational programs, supervise play, and maintain learning environments.

To meet NQF requirements:

• At least 50% of educators working directly with children must hold, or be actively working towards, a Diploma qualification or higher.

This ensures learning activities are guided by educators with advanced knowledge of child development and early learning frameworks.

Certificate III Educators and Core Learning Activities

Educators who hold, or are working towards, a Certificate III in Early Childhood Education and Care make up the remainder of the team. These educators support essential daily activities such as:

• Planning and participating in learning experiences

• Supporting children during routines and transitions

• Encouraging individual development and inclusion

• Promoting health, hygiene, and nutrition

Certificate III educators are essential in maintaining ratios and supporting the smooth running of daily programs.

Early Childhood Teachers and Attendance-Based Requirements

The requirement to engage an Early Childhood Teacher (ECT) in a centre-based service depends on the number of children attending. ECTs lead curriculum planning, oversee educational practice, and ensure learning activities align with the Early Years Learning Framework (EYLF).

Summary of Early Childhood Teacher Requirements

Access to an Early Childhood Teacher is determined by attendance levels:

• Fewer than 25 children
  Services must have access to an ECT for at least 20% of operating hours.

• 25 to 59 children
  Services must engage an ECT:

  • Full-time (or at least 6 hours per day if operating 50+ hours per week), or

  • For 60% of operating hours if operating fewer than 50 hours per week.

• 60 to 80 children
  The same requirements as above apply, with the additional requirement of a second ECT to support educational leadership and daily activities.

• More than 80 children
  Services must meet the 60–80 child requirements and also ensure access to an additional ECT, supporting consistent curriculum delivery across the service.

Why These Ratios Matter for Daily Activities

Having the correct number of qualified educators directly impacts the quality of daily activities within early learning environments. Appropriate ratios allow educators to:

• Engage meaningfully with children during learning experiences

• Provide effective supervision during indoor and outdoor play

• Support individual learning goals

• Maintain safe, responsive, and inclusive environments

By meeting attendance-based staffing requirements, services create settings where both children and educators can thrive.