FOI 26.27-0059 DOCUMENT 6

EC Interpreting provider reports and recommendations

SGP KP Publishing

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

1 Recent updates …………………………………………………………………………………………………….. 2 Before you start …………………………………………………………………………………………………….. 3 Purpose of provider progress reports ……………………………………………………………………. 3.1 Frequency ……………………………………………………………………………………………………………. 3.2 Content of reports ………………………………………………………………………………………………… 3.3 Provider reporting obligations ………………………………………………………………………………… 3.3.1 Progress reports……………………………………………………………………………………………………………. 4 Interpreting provider progress reports …………………………………………………………………… 4.1 Weighting of evidence ………………………………………………………………………………………….. 4.2 Source of the report: qualifications and role …………………………………………………………….. 4.3 Date of report ………………………………………………………………………………………………………. 4.4 Current support needs ……………………………………………………………………………………………. 4.5 Child and family’s strengths …………………………………………………………………………………… 4.6 Barriers to participation and progress …………………………………………………………………….. 4.7 Progress towards goals ………………………………………………………………………………………. 4.8 Approach to early childhood intervention support ………………………………………….———– 4.9 Outcomes ……………………………………………………………………………………………………………. 5 Interpreting provider recommendations ………………………………………………………..——— 5.1 Future goals and recommendations ……………………………………………………………………… 5.2 Changes to the level of recommended NDIS support over time ……………………………—– 6 Provider progress reports informing funding decisions ……………………………––––––– 7 Reasonable and necessary considerations ………………………………………………………….. 8 Examples of reasonable and necessary considerations ……………………………––––––– 8.1 Facilitate social participation (NDIS Act 2013 s34(1)(b) …………………………………………… 8.1.1 Likely to meet s34(1)(b) ……………………………………………………………………………………………….. 8.1.2 Unlikely to meet s34(1)(b) ……………………………………………………………………………………………..| 8.2 Value for money NDIS Act 2013 s34(1)(c) NDIS (Support for Participants) Rules 2013 Part 3 rule 3.1a: Whether there are comparable supports which would achieve the same outcome at a substantially lower cost. ……………………………………………………………………………. 8.2.1 Likely to meet s34(1)(c) and Rule 3(1)(a)………………………………………………………………………… 8.2.2 Unlikely to meet s34(1)(c) and Rule 3(1)(a)…………………………………………………………………….. 8.3 Value for money NDIS Act 2013 s 34(1)(c) NDIS (Support for Participants) Rules 2013 Part 3 rule 3.1b: Whether there is evidence that the support will substantially improve the life stage outcomes for, and be of long-term benefit to, the participant …………………………………….. 8.3.1 Likely to meet Rule 3(1)(b) ……………………………………………………………………………………………. 8.3.2 Unlikely to meet Rule 3(1)(b) ………………………………………………………………………………………… 8.4 Effective and beneficial, having regard to current good practice NDIS Act 2013 s 34(1)(d), NDIS (Support for Participants) Rules 2013 Part 3 rule 3.2a: Consensus of expert opinion ……………………………………………………………………………………………………………………….. 8.4.1 Likely to meet s34(1)(d) ……………………………………………………………………………………………….. 8.4.2 Unlikely to meet s34(1)(d) ……………………………………………………………………………………………..| 8.4.3 Will not meet s34(1)(d) …………………………………………………………………………………………………. 8.5 S34.1.(f) NDIS (Getting the NDIS Back on Track No.1) (NDIS Supports) Transitional Rules 2024 …………………………………………………………………………………………………………………. 8.5.1 Likely to meet s34.1.(f) and Section 1 of the Transitional Rules: Supports that are NDIS supports unless otherwise provided ………………………………………………………………………………………………………….. 8.5.2 Supports that are generally not NDIS supports as per Schedule 2 of the Transitional Rules (2024)

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

This article provides guidance for early childhood partners, planner delegates and review officers responsible for planning for children younger than 9. It is for use when considering early intervention supports for early childhood (early childhood intervention supports) to help:

understand and interpret information and recommendations in provider progress reports
apply reasonable and necessary criteria when using provider progress reports to support decision-making.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

1 Recent updates

7 April 2026

Guidance on interpreting provider reports including weighting of evidence and barriers to participation and progress
Provider goals and how they should link back to the family’s goals
Guidance on changes to level of support over time
Considerations for provider progress reports informing funding decisions
Expanded examples of reasonable and necessary considerations separated into different rules for clarity
Link to the National Best Practice Framework for Early Childhood Intervention

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

2 Before you start

You have read and understood:

article EC Early childhood intervention supports overview
article EC Early childhood intervention supports guide (EC Guide)
article EC Understand the key worker role in the delivery of early childhood intervention supports
article EC PEC – Capacity building – Regulated restrictive practices
Our Guideline - Reasonable and necessary supports (external)
Our Guideline - Creating your plan (external)

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

3 Purpose of provider progress reports

NDIS providers should give families a report detailing the NDIS support (external) they have provided and the progress their child has made at key points set out in their service agreement. This information is essential for:

families to understand a child’s support needs, track their progress over time, and set goals
planner delegates to make decisions about reasonable and necessary supports.

3.1 Frequency

Typically, progress reports are expected at least once a year for children younger than 9 due to their changing needs and environments.

Other reports may be provided as needed. For example, an assistive technology recommendation or a letter to support a plan reassessment request. Read more in Our Guideline - Changing your plan (external).

3.2 Content of reports

Provider reports should help you understand:

the child and family’s strengths
measurable and achievable goals developed with the family to address the child’s current and future support needs
support provided during the plan period (by whom, to whom, where, when, how often, how long)
the child and family’s measurable progress towards meaningful goals and outcomes
involvement and capability development of family and other informal and formal supports
any upcoming transitions (to childcare, to preschool or school)
challenges and barriers to progress or engagement with early childhood intervention.

To learn more, go to article EC Early childhood intervention supports (EC Guide) for children younger than 9.

Reports from other professionals can help to identify support needs across different settings and how the early childhood intervention has supported the child’s progress in other settings.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

3.3 Provider reporting obligations

3.3.1 Progress reports

Funding for provider progress reports is included in a child’s plan. Provider progress reports reflect good practice and support record keeping requirements under the NDIS Code of Conduct (external).

To assist with consistent and effective reporting, providers can use the Early childhood intervention provider report form and report writing guidance (external).

For children with a behaviour support plan, it is important to request a copy of the behaviour support plan to help with funding considerations. Read article Understand behaviour support for guidance regarding reporting obligations for behaviour support.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

4 Interpreting provider progress reports

4.1 Weighting of evidence

Partners and planner delegates are expected to review provider reports critically and carefully consider how much the content of these reports will influence their decision-making. This process is commonly called ‘weighting the evidence.’

The sections below describe factors to consider in weighting evidence, which include:

the source of the report
the date of the report
current support needs
child and family’s strengths
barriers to participation and progress
progress towards goals
approaches to early childhood intervention support
the outcomes achieved to date.

4.2 Source of the report: qualifications and role

Agreement among providers: When weighting information and recommendations, look for consistency and agreement among providers.

Qualifications of author: It is important to confirm that the provider has a qualification that allows them to claim NDIS funding; and that their recommendations are within their scope of practice in terms of the type of qualification. For information on qualifications of early childhood professionals that can claim funding for NDIS supports, go to the NDIS Pricing Arrangements and Price Limits (external).

For example, an occupational therapist can recommend that a child sees a speech pathologist to determine if a communication device should be recommended; but the occupational therapist is not suitably qualified to recommend a communication device. Similarly, an allied health assistant or support worker might report on what they have observed that a child can do and is working towards, however they wouldn’t be qualified to generate goals or recommend an amount of early childhood intervention.

4.3 Date of report

It’s important to check recency of reports when using information. For children younger than 9, any report older than 12 months is unlikely to reflect the child’s current support needs accurately. For children younger than 3, reports older than 6 months may no longer be a good reflection of their support needs. Older reports carry less weight in influencing decisions than more recent reports.

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4.4 Current support needs

It is helpful to understand how the support needs identified impact the child’s independence and participation in everyday activities.

To understand a child’s support needs, you should consider any provider reports, including standardised test results (if available) alongside information from the family and other early childhood professionals, health, and education professionals.

Consider how support needs may change during the next plan period due to a planned transition, a new health condition, or progressive changes due to their disability or developmental delay.

4.5 Child and family’s strengths

It is important for providers to identify the child and family’s strengths. These strengths can be used to increase the effectiveness of early childhood intervention. Providers who provide intervention aligned with the National Best Practice Framework for Early Childhood Intervention (external) will identify how strengths are considered and used in early childhood intervention planning.

4.6 Barriers to participation and progress

It is helpful for partners and planners to understand whether there were any barriers to the child and family’s participation in the planned early childhood intervention.

It is especially important to get feedback from both the provider and the family.

This information will help partners and planners to understand whether the provider is a good match for the family and whether changes in NDIS funding may address some of the barriers. A discussion around barriers is also a good opportunity to empower families with information or strategies to manage provider relationships.

For example:

A provider offers only in-clinic sessions, while the family’s goals are around managing everyday routines at home. Encouraging a family to consider providers who offer home visits could better support their goals.
The provider reports positive outcomes from early childhood intervention, but the family reports no changes in their child’s participation or independence, or their ability to support their child. The family can be encouraged to ask the provider to explain how current supports will increase the child’s participation and independence. The family may want to change providers but do not feel empowered to look for a new provider. They may benefit from additional support from an early childhood partner to link with a new provider.
A child’s family reports that they have limited communication with the provider of early childhood intervention sessions at preschool, and they do not understand why the provider is working on certain goals. The family can be supported to access National Best Practice Framework for Ealy Childhood Intervention resources (external) to engage in a conversation with their provider about the family’s right to improved communication and involvement in intervention.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

4.7 Progress towards goals

It is helpful to consider whether goals aim to increase independence and support participation in a variety of settings (e.g. home, school, playground, leisure activities) and not just improve performance on tasks in the intervention setting such as a clinic.

Goals that are specific and measurable, and linked to everyday activities, allow a child and their family’s progress to be evaluated over time. Read more in article Understand goals for children younger than 9.

When considering the goals, also evaluate whether the goal relates to an NDIS funded support. For example, goals focusing on literacy development may be appropriate to the child’s support needs, but do not relate to an NDIS funded support.

4.8 Approach to early childhood intervention support

Consider whether the report shows how and where NDIS support has been provided to help a child and their family progress towards goals and outcomes in a manner that is flexible and individualised.

For example:

Individual vs group sessions.
Sessions that include family members vs sessions with the early childhood intervention professional alone.
Sessions at home vs clinic vs childcare/education setting.
Face to face vs telehealth sessions, particularly where there is no shortage of providers in the child’s geographical area.

4.9 Outcomes

In evaluating outcomes, more weight is given to progress reports that describe outcomes that improve the child’s independence and participation in everyday activities.

A report may include formal outcome measures (such as tests or scales) or a description of an improvement in the child’s ability to perform certain tasks or activities. Regardless of how outcomes are measured, the changes that have occurred in the life of the child and their family is what is important to understand. This information will guide decisions regarding future funding.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

5 Interpreting provider recommendations

5.1 Future goals and recommendations

While providers may propose a recommended number of intervention hours, it is more important for the partner and planner delegate to understand what the child’s future support needs are, and how funded supports will help the child and their family to work towards their goals. Provider reports should include future goals and recommendations for supports. Look for:

information about future early childhood intervention goals and how they relate to the child and family’s goals
recommended supports the child and their family are likely to benefit from and why. Recommendations may include a combination of community (for example playgroups), mainstream (for example preschool) and NDIS supports.
recommendations for any type of assistive technology, including the child’s experience in using such items
expected outcomes of any recommended NDIS supports.

5.2 Changes to the level of recommended NDIS support over time

An important aspect of provider reports is to help partners and planner delegates to understand whether the amount of NDIS support needs to change in the next plan. It is reasonable to expect that for many children, the level of NDIS support for early childhood intervention will reduce over time. Early childhood intervention is intended to support an increase in capacity and independence as children develop. They should work alongside informal, mainstream and community support.

However, transitional periods such as starting school may require additional support for a limited period to support this.

Sometimes providers will report that a child has made limited progress during the plan period, despite substantial support from the provider. The provider may recommend that, due to lack of progress, the child requires an increase in funding. However, it is appropriate to consider whether the provider has considered varying their approach, working closely with other team members, or setting more realistic goals. It may be the case that it is not the amount of intervention that is a barrier, but rather the type of intervention is not meeting the child and family’s needs.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

6 Provider progress reports informing funding decisions

The key consideration for funding decisions continues to be the child’s support needs. Provider reports should outline a child’s support needs which may inform funding decisions. Provider recommendations should not be the only information used to determine a child’s funded supports.

When reviewing provider progress reports it is also important to consider:

evidence that the intervention is resulting in positive changes to the child’s independence, participation and wellbeing, and to the capability and wellbeing of the family.
evidence that the intervention has included the child’s informal, community, and mainstream supports and how they have contributed to progress.
how much of the intervention is focused on supporting families to learn and use strategies at home, or supporting educators to implement strategies in childcare, preschool or school. The National Best Practice Framework for Early Childhood Intervention (external) tells us that early childhood intervention is most effective if families and educators provide frequent practice in everyday situations.

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FOI 26.27-0059 SGP KP Publishing – EC Interpreting provider reports and recommendations

7 Reasonable and necessary considerations

All NDIS supports need to meet each of the reasonable and necessary criteria and be an NDIS support before they can be funded in a plan.

Refer to article EC Early childhood intervention supports overview.

Sometimes providers or families will recommend a level of support that is higher than is recommended in the EC Early childhood intervention supports guide (EC Guide).

It is important to consider the recommendations from all early childhood intervention providers, not just those recommending an intensive level of supports.

In some cases, the level of funding recommended in current guidance may not fully align with the intensity or cost of specific programs, provider recommendations or family requests. The level of funding continues to be based on the child’s evidenced support needs, rather than a quote or recommendation.

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