{"id":"qld:sl-2017-0197","name":"Education (Accreditation of Non-State Schools) Regulation 2017","slug":"education-accreditation-of-non-state-schools-regulation-2017","collection":"regulation","jurisdiction":"qld","status":"in_force","isInForce":true,"actNumber":"197 of 2017","makingDate":null,"administeringDepartment":null,"currentVersion":{"id":174957,"registerId":"qld-qld:sl-2017-0197-current","compilationNumber":null,"startDate":"2026-04-05","status":"InForce","reasons":null,"registeredAt":null},"sections":[{"sectionNumber":"pt.1","sectionType":"part","heading":"Preliminary","content":"# Preliminary","sortOrder":0},{"sectionNumber":"sec.1","sectionType":"section","heading":"Short title","content":"### sec.1 Short title\n\nThis regulation may be cited as the Education (Accreditation of Non-State Schools) Regulation 2017 .","sortOrder":1},{"sectionNumber":"sec.2","sectionType":"section","heading":"Commencement","content":"### sec.2 Commencement\n\nThis regulation commences on 1 January 2018.","sortOrder":2},{"sectionNumber":"sec.3","sectionType":"section","heading":"Definitions","content":"### sec.3 Definitions\n\nThe dictionary in schedule 1 defines particular words used in this regulation.","sortOrder":3},{"sectionNumber":"pt.2","sectionType":"part","heading":"Accreditation criteria","content":"# Accreditation criteria","sortOrder":4},{"sectionNumber":"pt.2-div.1","sectionType":"division","heading":"Purpose of part","content":"## Purpose of part","sortOrder":5},{"sectionNumber":"sec.4","sectionType":"section","heading":"Prescribed accreditation criteria— Act , s 11","content":"### sec.4 Prescribed accreditation criteria— Act , s 11\n\nThis part prescribes accreditation criteria for section 11 of the Act .","sortOrder":6},{"sectionNumber":"pt.2-div.2","sectionType":"division","heading":"Administration and governance","content":"## Administration and governance","sortOrder":7},{"sectionNumber":"sec.5","sectionType":"section","heading":"School survey data and associated documents","content":"### sec.5 School survey data and associated documents\n\nA school must keep school survey data for the school, and associated documents—\nfor at least 5 years after the day to which the data relates; and\nin a way that ensures the integrity and security of the data and documents.\nFor a student mentioned in section 29 (3) or 30 (3) , a school must keep a record of—\nthe reason for the student’s absence from the school; and\nwhy the student’s absence was considered to be for a reason beyond the control of a person mentioned in section 29 (3) (c) (i) or (ii) or 30 (3) (c) (i) or (ii) .\nIn this section—\nassociated document means a document that records or includes a detail about a student mentioned in section 27 , 29 or 30 .\n(sec.5-ssec.1) A school must keep school survey data for the school, and associated documents— for at least 5 years after the day to which the data relates; and in a way that ensures the integrity and security of the data and documents.\n(sec.5-ssec.2) For a student mentioned in section 29 (3) or 30 (3) , a school must keep a record of— the reason for the student’s absence from the school; and why the student’s absence was considered to be for a reason beyond the control of a person mentioned in section 29 (3) (c) (i) or (ii) or 30 (3) (c) (i) or (ii) .\n(sec.5-ssec.3) In this section— associated document means a document that records or includes a detail about a student mentioned in section 27 , 29 or 30 .\n- (a) for at least 5 years after the day to which the data relates; and\n- (b) in a way that ensures the integrity and security of the data and documents.\n- (a) the reason for the student’s absence from the school; and\n- (b) why the student’s absence was considered to be for a reason beyond the control of a person mentioned in section 29 (3) (c) (i) or (ii) or 30 (3) (c) (i) or (ii) .","sortOrder":8},{"sectionNumber":"sec.6","sectionType":"section","heading":"Governance","content":"### sec.6 Governance\n\nA school’s governing body must have a document that outlines the organisational structure for the governance of the school, and includes the following details—\nthe key functions and responsibilities of any entity that supports the governing body in the governance of the school;\nthe reporting arrangements—\nwithin the governing body; and\nbetween the governing body and any entity that supports the governing body in the governance of the school.\nThe organisational structure must be designed to ensure the effective, transparent and accountable governance of the school.\nThe governing body must, if asked by the board, give a copy of the document mentioned in subsection (1) to the board.\n(sec.6-ssec.1) A school’s governing body must have a document that outlines the organisational structure for the governance of the school, and includes the following details— the key functions and responsibilities of any entity that supports the governing body in the governance of the school; the reporting arrangements— within the governing body; and between the governing body and any entity that supports the governing body in the governance of the school.\n(sec.6-ssec.2) The organisational structure must be designed to ensure the effective, transparent and accountable governance of the school.\n(sec.6-ssec.3) The governing body must, if asked by the board, give a copy of the document mentioned in subsection (1) to the board.\n- (a) the key functions and responsibilities of any entity that supports the governing body in the governance of the school;\n- (b) the reporting arrangements— (i) within the governing body; and (ii) between the governing body and any entity that supports the governing body in the governance of the school.\n- (i) within the governing body; and\n- (ii) between the governing body and any entity that supports the governing body in the governance of the school.\n- (i) within the governing body; and\n- (ii) between the governing body and any entity that supports the governing body in the governance of the school.","sortOrder":9},{"sectionNumber":"sec.7","sectionType":"section","heading":"Complaints procedure","content":"### sec.7 Complaints procedure\n\nA school must have, and implement, written processes about receiving, assessing, investigating and otherwise dealing with complaints made by its staff, students or a student’s parent or guardian.\nThe processes must include principles of procedural fairness, including, for example, the right of interested parties to the complaint to be heard.\nThe school’s governing body must ensure—\nstaff, students, parents and guardians are made aware of the processes; and\nthe processes are readily accessible by staff, students, parents and guardians.\n(sec.7-ssec.1) A school must have, and implement, written processes about receiving, assessing, investigating and otherwise dealing with complaints made by its staff, students or a student’s parent or guardian.\n(sec.7-ssec.2) The processes must include principles of procedural fairness, including, for example, the right of interested parties to the complaint to be heard.\n(sec.7-ssec.3) The school’s governing body must ensure— staff, students, parents and guardians are made aware of the processes; and the processes are readily accessible by staff, students, parents and guardians.\n- (a) staff, students, parents and guardians are made aware of the processes; and\n- (b) the processes are readily accessible by staff, students, parents and guardians.","sortOrder":10},{"sectionNumber":"pt.2-div.3","sectionType":"division","heading":"Financial viability","content":"## Financial viability","sortOrder":11},{"sectionNumber":"sec.8","sectionType":"section","heading":"Financial viability","content":"### sec.8 Financial viability\n\nA school must have access to adequate financial resources for its viable operation.\nA school must keep records of its financial transactions for at least 5 years after the transactions are entered into.\nThe school’s governing body must, if asked by the board, give a copy of the records mentioned in subsection (2) to the board.\n(sec.8-ssec.1) A school must have access to adequate financial resources for its viable operation.\n(sec.8-ssec.2) A school must keep records of its financial transactions for at least 5 years after the transactions are entered into.\n(sec.8-ssec.3) The school’s governing body must, if asked by the board, give a copy of the records mentioned in subsection (2) to the board.","sortOrder":12},{"sectionNumber":"pt.2-div.4","sectionType":"division","heading":"Educational program","content":"## Educational program","sortOrder":13},{"sectionNumber":"sec.9","sectionType":"section","heading":"Educational program","content":"### sec.9 Educational program\n\nA school must have a written educational program that—\nhas regard to the ages, abilities, aptitudes and development of the school’s students; and\npromotes continuity in the learning experiences of the students; and\nprovides a breadth, depth and balance of learning appropriate to students’ phases of development and across an appropriate range of learning areas; and\nis responsive to the needs of the school’s students; and\nis consistent with the Alice Springs (Mparntwe) Education Declaration.\nThe declaration can be viewed on the COAG Education Council’s website.\nIf a school is accredited to provide education to students from preparatory year to year 10 and offers a learning area included in the Australian curriculum, the school must implement 1 or both of the following for the learning area—\nthe Australian curriculum;\na curriculum recognised by ACARA.\nIf a school offers a subject in addition to a learning area included in a curriculum mentioned in subsection (2) , and a syllabus for the subject has been developed, purchased or revised by the Queensland Curriculum Assessment Authority under the Education (Queensland Curriculum and Assessment Authority) Act 2014 , section 10 , the school must implement the syllabus for the subject.\nA school accredited to provide senior secondary education must implement—\nif the school is offering a subject for which there is a syllabus developed, purchased or revised by the Queensland Curriculum and Assessment Authority under the Education (Queensland Curriculum and Assessment Authority) Act 2014 , section 9 —the syllabus; or\na program or syllabus endorsed by the Queensland Curriculum and Assessment Authority as appropriate for senior secondary education; or\na program authorised by the International Baccalaureate Organisation.\nA school’s educational program may also include—\na vocational education and training course at level 1 or above under the Australian Qualifications Framework; and\nrecognised studies under the Education (Queensland Curriculum and Assessment Authority) Regulation 2025 , part 5 , division 5 ; and\nother courses, programs, studies or subjects decided by the school’s governing body.\nIn this section—\nACARA see the Education (Queensland Curriculum and Assessment Authority) Act 2014 , schedule 1 .\nAustralian curriculum see the Education (Queensland Curriculum and Assessment Authority) Act 2014 , schedule 1 .\nAustralian Qualifications Framework see the Higher Education Support Act 2003 (Cwlth) , schedule 1 .\ns 9 amd 2020 SL No. 91 s 3 ; 2025 SL No. 112 s 204\n(sec.9-ssec.1) A school must have a written educational program that— has regard to the ages, abilities, aptitudes and development of the school’s students; and promotes continuity in the learning experiences of the students; and provides a breadth, depth and balance of learning appropriate to students’ phases of development and across an appropriate range of learning areas; and is responsive to the needs of the school’s students; and is consistent with the Alice Springs (Mparntwe) Education Declaration. The declaration can be viewed on the COAG Education Council’s website.\n(sec.9-ssec.2) If a school is accredited to provide education to students from preparatory year to year 10 and offers a learning area included in the Australian curriculum, the school must implement 1 or both of the following for the learning area— the Australian curriculum; a curriculum recognised by ACARA.\n(sec.9-ssec.3) If a school offers a subject in addition to a learning area included in a curriculum mentioned in subsection (2) , and a syllabus for the subject has been developed, purchased or revised by the Queensland Curriculum Assessment Authority under the Education (Queensland Curriculum and Assessment Authority) Act 2014 , section 10 , the school must implement the syllabus for the subject.\n(sec.9-ssec.4) A school accredited to provide senior secondary education must implement— if the school is offering a subject for which there is a syllabus developed, purchased or revised by the Queensland Curriculum and Assessment Authority under the Education (Queensland Curriculum and Assessment Authority) Act 2014 , section 9 —the syllabus; or a program or syllabus endorsed by the Queensland Curriculum and Assessment Authority as appropriate for senior secondary education; or a program authorised by the International Baccalaureate Organisation.\n(sec.9-ssec.5) A school’s educational program may also include— a vocational education and training course at level 1 or above under the Australian Qualifications Framework; and recognised studies under the Education (Queensland Curriculum and Assessment Authority) Regulation 2025 , part 5 , division 5 ; and other courses, programs, studies or subjects decided by the school’s governing body.\n(sec.9-ssec.6) In this section— ACARA see the Education (Queensland Curriculum and Assessment Authority) Act 2014 , schedule 1 . Australian curriculum see the Education (Queensland Curriculum and Assessment Authority) Act 2014 , schedule 1 . Australian Qualifications Framework see the Higher Education Support Act 2003 (Cwlth) , schedule 1 .\n- (a) has regard to the ages, abilities, aptitudes and development of the school’s students; and\n- (b) promotes continuity in the learning experiences of the students; and\n- (c) provides a breadth, depth and balance of learning appropriate to students’ phases of development and across an appropriate range of learning areas; and\n- (d) is responsive to the needs of the school’s students; and\n- (e) is consistent with the Alice Springs (Mparntwe) Education Declaration. Note— The declaration can be viewed on the COAG Education Council’s website.\n- (a) the Australian curriculum;\n- (b) a curriculum recognised by ACARA.\n- (a) if the school is offering a subject for which there is a syllabus developed, purchased or revised by the Queensland Curriculum and Assessment Authority under the Education (Queensland Curriculum and Assessment Authority) Act 2014 , section 9 —the syllabus; or\n- (b) a program or syllabus endorsed by the Queensland Curriculum and Assessment Authority as appropriate for senior secondary education; or\n- (c) a program authorised by the International Baccalaureate Organisation.\n- (a) a vocational education and training course at level 1 or above under the Australian Qualifications Framework; and\n- (b) recognised studies under the Education (Queensland Curriculum and Assessment Authority) Regulation 2025 , part 5 , division 5 ; and\n- (c) other courses, programs, studies or subjects decided by the school’s governing body.","sortOrder":14},{"sectionNumber":"sec.10","sectionType":"section","heading":"Statement of philosophy and aims","content":"### sec.10 Statement of philosophy and aims\n\nA school must have a written statement of philosophy and aims, adopted by its governing body, that is used as—\nthe basis for the school’s educational program; and\na guide for the school’s educational and organisational practices.\nThe statement must be consistent with the Alice Springs (Mparntwe) Education Declaration.\nThe declaration can be viewed on the COAG Education Council’s website.\ns 10 amd 2020 SL No. 91 s 4\n(sec.10-ssec.1) A school must have a written statement of philosophy and aims, adopted by its governing body, that is used as— the basis for the school’s educational program; and a guide for the school’s educational and organisational practices.\n(sec.10-ssec.2) The statement must be consistent with the Alice Springs (Mparntwe) Education Declaration. The declaration can be viewed on the COAG Education Council’s website.\n- (a) the basis for the school’s educational program; and\n- (b) a guide for the school’s educational and organisational practices.","sortOrder":15},{"sectionNumber":"sec.11","sectionType":"section","heading":"Students who are persons with a disability","content":"### sec.11 Students who are persons with a disability\n\nA school must have, and implement, written processes about—\nidentifying students of the school who are persons with a disability; and\ndevising an educational program, specific to the educational needs of students who are persons with a disability, that complies with—\nthe Anti-Discrimination Act 1991 ; and\nthe disability standards under the Disability Discrimination Act 1992 (Cwlth) , section 31 .\n- (a) identifying students of the school who are persons with a disability; and\n- (b) devising an educational program, specific to the educational needs of students who are persons with a disability, that complies with— (i) the Anti-Discrimination Act 1991 ; and (ii) the disability standards under the Disability Discrimination Act 1992 (Cwlth) , section 31 .\n- (i) the Anti-Discrimination Act 1991 ; and\n- (ii) the disability standards under the Disability Discrimination Act 1992 (Cwlth) , section 31 .\n- (i) the Anti-Discrimination Act 1991 ; and\n- (ii) the disability standards under the Disability Discrimination Act 1992 (Cwlth) , section 31 .","sortOrder":16},{"sectionNumber":"sec.12","sectionType":"section","heading":"Schools delivering distance education","content":"### sec.12 Schools delivering distance education\n\nA distance education school must have a written standard of service that is appropriate to the school’s distance education students achieving learning standards under the school’s educational program.\nThe standard of service must deal with the following—\nthe interactive teaching methods to be followed;\nthe communication procedures to be followed by the students and their teachers and tutors;\nthe regular tracking and assessment of work submitted by the students to their teachers;\nthe regular engagement between students and teachers;\nthe regular monitoring of the students’ achievement of the learning standards under the educational program.\nThe school’s governing body must be able to demonstrate how the school is meeting the standard of service.\nIn this section—\ndistance education school means a school that uses the distance education mode of delivery of education.\n(sec.12-ssec.1) A distance education school must have a written standard of service that is appropriate to the school’s distance education students achieving learning standards under the school’s educational program.\n(sec.12-ssec.2) The standard of service must deal with the following— the interactive teaching methods to be followed; the communication procedures to be followed by the students and their teachers and tutors; the regular tracking and assessment of work submitted by the students to their teachers; the regular engagement between students and teachers; the regular monitoring of the students’ achievement of the learning standards under the educational program.\n(sec.12-ssec.3) The school’s governing body must be able to demonstrate how the school is meeting the standard of service.\n(sec.12-ssec.4) In this section— distance education school means a school that uses the distance education mode of delivery of education.\n- (a) the interactive teaching methods to be followed;\n- (b) the communication procedures to be followed by the students and their teachers and tutors;\n- (c) the regular tracking and assessment of work submitted by the students to their teachers;\n- (d) the regular engagement between students and teachers;\n- (e) the regular monitoring of the students’ achievement of the learning standards under the educational program.","sortOrder":17},{"sectionNumber":"sec.13","sectionType":"section","heading":"Special assistance schools","content":"### sec.13 Special assistance schools\n\nA special assistance school’s educational program must promote continuous engagement by the school’s relevant students in primary education or secondary education.\nAlso, the school must have a written standard of service, appropriate to the school’s relevant students achieving learning standards under the educational program.\nThe standard of service must deal with the following—\nthe regular tracking and assessment of work submitted by the relevant students to their teachers;\nthe regular monitoring of—\nattendance by the relevant students at an accredited special assistance site for the school; and\nthe relevant students’ participation in the educational program; and\nthe relevant students’ achievement of the learning standards under the educational program;\nstrategies for engaging the relevant students, and keeping the relevant students engaged, in primary education or secondary education.\nThe school’s governing body must be able to demonstrate how the school is meeting the standard of service.\nThis section does not limit other provisions of this division.\nIn this section—\nrelevant students , of a school, means students to whom the school provides special assistance.\n(sec.13-ssec.1) A special assistance school’s educational program must promote continuous engagement by the school’s relevant students in primary education or secondary education.\n(sec.13-ssec.2) Also, the school must have a written standard of service, appropriate to the school’s relevant students achieving learning standards under the educational program.\n(sec.13-ssec.3) The standard of service must deal with the following— the regular tracking and assessment of work submitted by the relevant students to their teachers; the regular monitoring of— attendance by the relevant students at an accredited special assistance site for the school; and the relevant students’ participation in the educational program; and the relevant students’ achievement of the learning standards under the educational program; strategies for engaging the relevant students, and keeping the relevant students engaged, in primary education or secondary education.\n(sec.13-ssec.4) The school’s governing body must be able to demonstrate how the school is meeting the standard of service.\n(sec.13-ssec.5) This section does not limit other provisions of this division.\n(sec.13-ssec.6) In this section— relevant students , of a school, means students to whom the school provides special assistance.\n- (a) the regular tracking and assessment of work submitted by the relevant students to their teachers;\n- (b) the regular monitoring of— (i) attendance by the relevant students at an accredited special assistance site for the school; and (ii) the relevant students’ participation in the educational program; and (iii) the relevant students’ achievement of the learning standards under the educational program;\n- (i) attendance by the relevant students at an accredited special assistance site for the school; and\n- (ii) the relevant students’ participation in the educational program; and\n- (iii) the relevant students’ achievement of the learning standards under the educational program;\n- (c) strategies for engaging the relevant students, and keeping the relevant students engaged, in primary education or secondary education.\n- (i) attendance by the relevant students at an accredited special assistance site for the school; and\n- (ii) the relevant students’ participation in the educational program; and\n- (iii) the relevant students’ achievement of the learning standards under the educational program;","sortOrder":18},{"sectionNumber":"sec.14","sectionType":"section","heading":"Flexible arrangements approvals","content":"### sec.14 Flexible arrangements approvals\n\nA school must—\nensure approvals are not given, or purportedly given, under the Education (General Provisions) Act 2006 , section 182 , other than in compliance with that section; and\ncomply with the requirements under that section about keeping documents relating to approvals.\n- (a) ensure approvals are not given, or purportedly given, under the Education (General Provisions) Act 2006 , section 182 , other than in compliance with that section; and\n- (b) comply with the requirements under that section about keeping documents relating to approvals.","sortOrder":19},{"sectionNumber":"pt.2-div.5","sectionType":"division","heading":"Student welfare processes","content":"## Student welfare processes","sortOrder":20},{"sectionNumber":"sec.15","sectionType":"section","heading":"Health and safety","content":"### sec.15 Health and safety\n\nA school must comply with the requirements of the following legislation that apply to the school—\nthe Child Safe Organisations Act 2024 ;\nthe Work Health and Safety Act 2011 ;\nthe Working with Children (Risk Management and Screening) Act 2000 .\ns 15 amd 2025 SL No. 158 s 4\n- (a) the Child Safe Organisations Act 2024 ;\n- (b) the Work Health and Safety Act 2011 ;\n- (c) the Working with Children (Risk Management and Screening) Act 2000 .","sortOrder":21},{"sectionNumber":"sec.16","sectionType":"section","heading":"Conduct of staff and students and response to harm","content":"### sec.16 Conduct of staff and students and response to harm\n\nA school must have written processes about—\nhow the school will respond to harm, or allegations of harm, to students under 18 years; and\nthe appropriate conduct of the school’s staff and students.\nWithout limiting subsection (1) , the processes must include the following—\na process for the reporting by a student to a stated staff member of conduct of another staff member that the student considers is inappropriate;\na process for how the information reported to the stated staff member must be dealt with by the stated staff member;\na process for reporting—\nsexual abuse or suspected sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366 ; and\na suspicion of likely sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366A ;\na process for reporting a reportable suspicion under the Child Protection Act 1999 , section 13E .\nFor the process mentioned in subsection (2) (a) , there must be stated at least 2 staff members to whom a student may report the conduct.\nThe school’s governing body must ensure—\nthe school’s staff and students, and students’ parents and guardians, are made aware of the processes; and\nthe processes are readily accessible by staff, students, parents and guardians; and\nstaff are trained annually in implementing the processes; and\nthe school is implementing the processes.\nThe school must have a written complaints procedure to address allegations of non-compliance with the processes.\nThe complaints procedure may form part of any other written procedure of the school for dealing with complaints.\nIn this section—\nharm see the Child Protection Act 1999 , section 9 .\n(sec.16-ssec.1) A school must have written processes about— how the school will respond to harm, or allegations of harm, to students under 18 years; and the appropriate conduct of the school’s staff and students.\n(sec.16-ssec.2) Without limiting subsection (1) , the processes must include the following— a process for the reporting by a student to a stated staff member of conduct of another staff member that the student considers is inappropriate; a process for how the information reported to the stated staff member must be dealt with by the stated staff member; a process for reporting— sexual abuse or suspected sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366 ; and a suspicion of likely sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366A ; a process for reporting a reportable suspicion under the Child Protection Act 1999 , section 13E .\n(sec.16-ssec.3) For the process mentioned in subsection (2) (a) , there must be stated at least 2 staff members to whom a student may report the conduct.\n(sec.16-ssec.4) The school’s governing body must ensure— the school’s staff and students, and students’ parents and guardians, are made aware of the processes; and the processes are readily accessible by staff, students, parents and guardians; and staff are trained annually in implementing the processes; and the school is implementing the processes.\n(sec.16-ssec.5) The school must have a written complaints procedure to address allegations of non-compliance with the processes.\n(sec.16-ssec.6) The complaints procedure may form part of any other written procedure of the school for dealing with complaints.\n(sec.16-ssec.7) In this section— harm see the Child Protection Act 1999 , section 9 .\n- (a) how the school will respond to harm, or allegations of harm, to students under 18 years; and\n- (b) the appropriate conduct of the school’s staff and students.\n- (a) a process for the reporting by a student to a stated staff member of conduct of another staff member that the student considers is inappropriate;\n- (b) a process for how the information reported to the stated staff member must be dealt with by the stated staff member;\n- (c) a process for reporting— (i) sexual abuse or suspected sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366 ; and (ii) a suspicion of likely sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366A ;\n- (i) sexual abuse or suspected sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366 ; and\n- (ii) a suspicion of likely sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366A ;\n- (d) a process for reporting a reportable suspicion under the Child Protection Act 1999 , section 13E .\n- (i) sexual abuse or suspected sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366 ; and\n- (ii) a suspicion of likely sexual abuse in compliance with the Education (General Provisions) Act 2006 , section 366A ;\n- (a) the school’s staff and students, and students’ parents and guardians, are made aware of the processes; and\n- (b) the processes are readily accessible by staff, students, parents and guardians; and\n- (c) staff are trained annually in implementing the processes; and\n- (d) the school is implementing the processes.","sortOrder":22},{"sectionNumber":"pt.2-div.6","sectionType":"division","heading":"School resources","content":"## School resources","sortOrder":23},{"sectionNumber":"sec.17","sectionType":"section","heading":"Staffing","content":"### sec.17 Staffing\n\nA school must provide a sufficient number, and appropriate types, of staff necessary for the effective delivery of the school’s educational program.\nWithout limiting subsection (1) , a school must comply with the Education (Queensland College of Teachers) Act 2005 , chapter 3 , parts 1 and 2 in connection with the employment of staff.\nIf a school provides boarding facilities, the school must provide a sufficient number, and appropriate types, of staff necessary to ensure the health, safety and welfare of students while boarding.\n(sec.17-ssec.1) A school must provide a sufficient number, and appropriate types, of staff necessary for the effective delivery of the school’s educational program.\n(sec.17-ssec.2) Without limiting subsection (1) , a school must comply with the Education (Queensland College of Teachers) Act 2005 , chapter 3 , parts 1 and 2 in connection with the employment of staff.\n(sec.17-ssec.3) If a school provides boarding facilities, the school must provide a sufficient number, and appropriate types, of staff necessary to ensure the health, safety and welfare of students while boarding.","sortOrder":24},{"sectionNumber":"sec.18","sectionType":"section","heading":"Land and buildings","content":"### sec.18 Land and buildings\n\nA school must, in relation to the school and its buildings, comply with the requirements of any Act or other law relating to land use, building, and workplace health and safety.\nIf a school provides boarding facilities, the school must have the necessary accommodation and associated facilities to ensure the health, safety and welfare of students while boarding.\n(sec.18-ssec.1) A school must, in relation to the school and its buildings, comply with the requirements of any Act or other law relating to land use, building, and workplace health and safety.\n(sec.18-ssec.2) If a school provides boarding facilities, the school must have the necessary accommodation and associated facilities to ensure the health, safety and welfare of students while boarding.","sortOrder":25},{"sectionNumber":"sec.19","sectionType":"section","heading":"Educational facilities and materials","content":"### sec.19 Educational facilities and materials\n\nA school must have the educational facilities and materials necessary for the effective delivery of the school’s educational program.","sortOrder":26},{"sectionNumber":"pt.2-div.7","sectionType":"division","heading":"Improvement processes","content":"## Improvement processes","sortOrder":27},{"sectionNumber":"sec.20","sectionType":"section","heading":"Improvement processes","content":"### sec.20 Improvement processes\n\nA school must have a demonstrable, systematic approach about improvement processes for the school, dealing with the following—\ndeciding strategies relevant to the processes and setting priorities for achieving the strategies;\nhow the strategies are to be achieved;\nregular monitoring of the achievement of the strategies;\nannual reporting about the achievement of the strategies to the school’s community, including staff, students, parents and guardians.\n- (a) deciding strategies relevant to the processes and setting priorities for achieving the strategies;\n- (b) how the strategies are to be achieved;\n- (c) regular monitoring of the achievement of the strategies;\n- (d) annual reporting about the achievement of the strategies to the school’s community, including staff, students, parents and guardians.","sortOrder":28},{"sectionNumber":"pt.3","sectionType":"part","heading":"Temporary sites","content":"# Temporary sites","sortOrder":29},{"sectionNumber":"sec.21","sectionType":"section","heading":"Prescribed temporary site criteria— Act , s 49","content":"### sec.21 Prescribed temporary site criteria— Act , s 49\n\nThis part prescribes the temporary site criteria for section 49 of the Act .","sortOrder":30},{"sectionNumber":"sec.22","sectionType":"section","heading":"Additional requirement for standard of service","content":"### sec.22 Additional requirement for standard of service\n\nA special assistance school’s standard of service under section 13 (2) must deal with the regular monitoring of attendance by the school’s students at a temporary site for the school.","sortOrder":31},{"sectionNumber":"sec.23","sectionType":"section","heading":"Application of pt 2 , div 6","content":"### sec.23 Application of pt 2 , div 6\n\nPart 2 , division 6 applies to a special assistance school in relation to each temporary site at which the school provides special assistance.","sortOrder":32},{"sectionNumber":"sec.24","sectionType":"section","heading":"Limitation of period of special assistance at temporary site","content":"### sec.24 Limitation of period of special assistance at temporary site\n\nFor section 49 (2) of the Act , a special assistance school can not provide special assistance at a temporary site after the expiry of the special assistance period for the site.\nHowever, if the school’s governing body makes a site inclusion application for the temporary site before the end of the special assistance period for the site, the school may continue to provide special assistance at the site until the day mentioned in subsection (3) , (4) , (5) or (6) .\nIf the governing body withdraws the site inclusion application before the application is decided, for subsection (2) the day is the later of—\nthe day the governing body withdraws the application; or\nthe day the special assistance period for the temporary site ends.\nIf the board decides to refuse, or is taken to have decided to refuse, to grant the school’s site inclusion application and the governing body applies to QCAT for a review of the decision (the original decision ), for subsection (2) the day is the earlier of—\nthe day QCAT issues a decision in relation to the review of the original decision; or\nthe day the governing body withdraws the application for review.\nIf the board decides to refuse, or is taken to have decided to refuse, to grant the school’s site inclusion application and subsection (4) does not apply, for subsection (2) the day is the later of—\nthe day the application period for the original decision ends; or\nthe day the special assistance period for the temporary site ends.\nIf subsections (3) , (4) and (5) do not apply, for subsection (2) the day is the change day for the application stated in a change notice about the site attribute given to the governing body under section 40 of the Act .\nIn this section—\napplication period , for an original decision, means the period within which an application for review of the decision must be made under the QCAT Act .\nschool day means any day on which a school is operating as a school.\nsite attribute , for a special assistance school, means the attribute of the school’s accreditation mentioned in section 19 (4) (e) of the Act .\nsite inclusion application , for a temporary site, means an application under section 39 of the Act to change the site attribute for the school to include the temporary site.\nspecial assistance period , for a temporary site, means the period ending 200 consecutive school days after the day special assistance is first provided by the special assistance school at the site.\n(sec.24-ssec.1) For section 49 (2) of the Act , a special assistance school can not provide special assistance at a temporary site after the expiry of the special assistance period for the site.\n(sec.24-ssec.2) However, if the school’s governing body makes a site inclusion application for the temporary site before the end of the special assistance period for the site, the school may continue to provide special assistance at the site until the day mentioned in subsection (3) , (4) , (5) or (6) .\n(sec.24-ssec.3) If the governing body withdraws the site inclusion application before the application is decided, for subsection (2) the day is the later of— the day the governing body withdraws the application; or the day the special assistance period for the temporary site ends.\n(sec.24-ssec.4) If the board decides to refuse, or is taken to have decided to refuse, to grant the school’s site inclusion application and the governing body applies to QCAT for a review of the decision (the original decision ), for subsection (2) the day is the earlier of— the day QCAT issues a decision in relation to the review of the original decision; or the day the governing body withdraws the application for review.\n(sec.24-ssec.5) If the board decides to refuse, or is taken to have decided to refuse, to grant the school’s site inclusion application and subsection (4) does not apply, for subsection (2) the day is the later of— the day the application period for the original decision ends; or the day the special assistance period for the temporary site ends.\n(sec.24-ssec.6) If subsections (3) , (4) and (5) do not apply, for subsection (2) the day is the change day for the application stated in a change notice about the site attribute given to the governing body under section 40 of the Act .\n(sec.24-ssec.7) In this section— application period , for an original decision, means the period within which an application for review of the decision must be made under the QCAT Act . school day means any day on which a school is operating as a school. site attribute , for a special assistance school, means the attribute of the school’s accreditation mentioned in section 19 (4) (e) of the Act . site inclusion application , for a temporary site, means an application under section 39 of the Act to change the site attribute for the school to include the temporary site. special assistance period , for a temporary site, means the period ending 200 consecutive school days after the day special assistance is first provided by the special assistance school at the site.\n- (a) the day the governing body withdraws the application; or\n- (b) the day the special assistance period for the temporary site ends.\n- (a) the day QCAT issues a decision in relation to the review of the original decision; or\n- (b) the day the governing body withdraws the application for review.\n- (a) the day the application period for the original decision ends; or\n- (b) the day the special assistance period for the temporary site ends.","sortOrder":33},{"sectionNumber":"sec.25","sectionType":"section","heading":"Pt 2 not limited","content":"### sec.25 Pt 2 not limited\n\nNothing in this part limits part 2 .","sortOrder":34},{"sectionNumber":"pt.4","sectionType":"part","heading":"School survey data","content":"# School survey data","sortOrder":35},{"sectionNumber":"sec.26","sectionType":"section","heading":"Definitions for part","content":"### sec.26 Definitions for part\n\nIn this part—\nrelevant day see section 28 .\nrelevant period , for a school, means the period—\nstarting on the first day that students are to attend the school in a calender year; and\nending on the relevant day for the year.\n- (a) starting on the first day that students are to attend the school in a calender year; and\n- (b) ending on the relevant day for the year.","sortOrder":36},{"sectionNumber":"sec.27","sectionType":"section","heading":"School survey data— Act , s 168","content":"### sec.27 School survey data— Act , s 168\n\nFor section 168 (1) of the Act , the following details about a school are prescribed—\nthe number of full-time students, other than overseas students, who have attended the school under section 29 ;\nthe number of part-time students, other than overseas students, who have attended the school under section 30 ;\nthe number of overseas students at the school.\nAlso, the following details are prescribed separately for full-time students and part-time students mentioned in subsection (1) (a) and (b) —\nthe number of students whose principal place of residence is located in an isolated zone;\nthe number of students who, in the opinion of the school’s principal, require ESL tuition;\nthe number of students who identify as being of Aboriginal or Torres Strait Islander descent;\nthe number of students enrolled for classroom education who live in boarding facilities provided by the school or another school;\nthe number of students enrolled for classroom education who have attended each site that is an attribute of accreditation for the school;\nthe number of students who have attended the school and are enrolled for distance education.\nIn addition, the following details about students mentioned in sub section (2) (d) are prescribed—\nthe total amount of fees paid in relation to the students to live in the facilities, not including any tuition fees;\nfor students who live in facilities provided by the school—the total amount of concessions granted by the school to reduce the fees payable in relation to the students for reasons of economic hardship.\nIn this section—\nisolated zone means an isolated zone shown on a map in the document called ‘School Survey Data for Non-State Schools—Queensland’.\nThe document can be viewed on the Non-State Schools Accreditation Board’s website.\noverseas student see the Australian Education Act 2013 (Cwlth) , section 6 .\ns 27 amd 2023 SL No. 175 s 4\n(sec.27-ssec.1) For section 168 (1) of the Act , the following details about a school are prescribed— the number of full-time students, other than overseas students, who have attended the school under section 29 ; the number of part-time students, other than overseas students, who have attended the school under section 30 ; the number of overseas students at the school.\n(sec.27-ssec.2) Also, the following details are prescribed separately for full-time students and part-time students mentioned in subsection (1) (a) and (b) — the number of students whose principal place of residence is located in an isolated zone; the number of students who, in the opinion of the school’s principal, require ESL tuition; the number of students who identify as being of Aboriginal or Torres Strait Islander descent; the number of students enrolled for classroom education who live in boarding facilities provided by the school or another school; the number of students enrolled for classroom education who have attended each site that is an attribute of accreditation for the school; the number of students who have attended the school and are enrolled for distance education.\n(sec.27-ssec.3) In addition, the following details about students mentioned in sub section (2) (d) are prescribed— the total amount of fees paid in relation to the students to live in the facilities, not including any tuition fees; for students who live in facilities provided by the school—the total amount of concessions granted by the school to reduce the fees payable in relation to the students for reasons of economic hardship.\n(sec.27-ssec.4) In this section— isolated zone means an isolated zone shown on a map in the document called ‘School Survey Data for Non-State Schools—Queensland’. The document can be viewed on the Non-State Schools Accreditation Board’s website. overseas student see the Australian Education Act 2013 (Cwlth) , section 6 .\n- (a) the number of full-time students, other than overseas students, who have attended the school under section 29 ;\n- (b) the number of part-time students, other than overseas students, who have attended the school under section 30 ;\n- (c) the number of overseas students at the school.\n- (a) the number of students whose principal place of residence is located in an isolated zone;\n- (b) the number of students who, in the opinion of the school’s principal, require ESL tuition;\n- (c) the number of students who identify as being of Aboriginal or Torres Strait Islander descent;\n- (d) the number of students enrolled for classroom education who live in boarding facilities provided by the school or another school;\n- (e) the number of students enrolled for classroom education who have attended each site that is an attribute of accreditation for the school;\n- (f) the number of students who have attended the school and are enrolled for distance education.\n- (a) the total amount of fees paid in relation to the students to live in the facilities, not including any tuition fees;\n- (b) for students who live in facilities provided by the school—the total amount of concessions granted by the school to reduce the fees payable in relation to the students for reasons of economic hardship.","sortOrder":37},{"sectionNumber":"sec.28","sectionType":"section","heading":"Relevant day for school survey data— Act , s 168","content":"### sec.28 Relevant day for school survey data— Act , s 168\n\nFor section 168 (2) (a) of the Act , the relevant day is the last Friday in February of each year.","sortOrder":38},{"sectionNumber":"sec.29","sectionType":"section","heading":"When a full-time student has attended a school","content":"### sec.29 When a full-time student has attended a school\n\nThis section establishes when a full-time student is taken to have attended a school for the purposes of the school survey data.\nA full-time student is taken to have attended the school if—\nthe student is enrolled at the school; and\nthe student attended the school during the relevant period for the school for at least 11 days of the program or course of study for which the student is enrolled.\nHowever, a full-time student is also taken to have attended the school if—\nthe student is enrolled at the school; and\nthe student attended the school during the relevant period for the school for less than the 11 days because of the student’s absence from the school; and\nthe student’s absence was for a reason beyond the control of—\nif the student is living independently of the student’s parents or guardian—the student; or\notherwise—the student’s parents or guardian.\n(sec.29-ssec.1) This section establishes when a full-time student is taken to have attended a school for the purposes of the school survey data.\n(sec.29-ssec.2) A full-time student is taken to have attended the school if— the student is enrolled at the school; and the student attended the school during the relevant period for the school for at least 11 days of the program or course of study for which the student is enrolled.\n(sec.29-ssec.3) However, a full-time student is also taken to have attended the school if— the student is enrolled at the school; and the student attended the school during the relevant period for the school for less than the 11 days because of the student’s absence from the school; and the student’s absence was for a reason beyond the control of— if the student is living independently of the student’s parents or guardian—the student; or otherwise—the student’s parents or guardian.\n- (a) the student is enrolled at the school; and\n- (b) the student attended the school during the relevant period for the school for at least 11 days of the program or course of study for which the student is enrolled.\n- (a) the student is enrolled at the school; and\n- (b) the student attended the school during the relevant period for the school for less than the 11 days because of the student’s absence from the school; and\n- (c) the student’s absence was for a reason beyond the control of— (i) if the student is living independently of the student’s parents or guardian—the student; or (ii) otherwise—the student’s parents or guardian.\n- (i) if the student is living independently of the student’s parents or guardian—the student; or\n- (ii) otherwise—the student’s parents or guardian.\n- (i) if the student is living independently of the student’s parents or guardian—the student; or\n- (ii) otherwise—the student’s parents or guardian.","sortOrder":39},{"sectionNumber":"sec.30","sectionType":"section","heading":"When a part-time student has attended a school","content":"### sec.30 When a part-time student has attended a school\n\nThis section establishes when a part-time student is taken to have attended a school for the purposes of the school survey data.\nA part-time student is taken to have attended the school if—\nthe student is enrolled at the school; and\nthe student has attended the school during the relevant period for the school for at least the minimum period of the program or course of study for which the student is enrolled.\nHowever, a part-time student is also taken to have attended the school if—\nthe student is enrolled at the school; and\nthe student attended the school during the relevant period for the school for less than the minimum period because of the student’s absence from the school; and\nthe student’s absence was for a reason beyond the control of—\nif the student is living independently of the student’s parents or guardian—the student; or\notherwise—the student’s parents or guardian.\nA minimum period , of a program or course of study for a part-time student, means the days worked out using the following formula—\nwhere—\nMP means the minimum number of days.\nPTD means the number of days during which a program or course of study for which the student is enrolled is taught in the relevant period.\nRP means the number of days in the relevant period.\nEach day a part-time student attends a school, or during which a program or course of study for which a student is enrolled is taught, is taken to be 1 whole day for the purposes of working out MP and PTD under subsection (4) , regardless of the number of hours of attendance or teaching.\nAlso, for working out the minimum period, MP must be rounded up to a whole number.\nAn MP of 4.2 days would be rounded up to 5 days.\n(sec.30-ssec.1) This section establishes when a part-time student is taken to have attended a school for the purposes of the school survey data.\n(sec.30-ssec.2) A part-time student is taken to have attended the school if— the student is enrolled at the school; and the student has attended the school during the relevant period for the school for at least the minimum period of the program or course of study for which the student is enrolled.\n(sec.30-ssec.3) However, a part-time student is also taken to have attended the school if— the student is enrolled at the school; and the student attended the school during the relevant period for the school for less than the minimum period because of the student’s absence from the school; and the student’s absence was for a reason beyond the control of— if the student is living independently of the student’s parents or guardian—the student; or otherwise—the student’s parents or guardian.\n(sec.30-ssec.4) A minimum period , of a program or course of study for a part-time student, means the days worked out using the following formula— where— MP means the minimum number of days. PTD means the number of days during which a program or course of study for which the student is enrolled is taught in the relevant period. RP means the number of days in the relevant period.\n(sec.30-ssec.5) Each day a part-time student attends a school, or during which a program or course of study for which a student is enrolled is taught, is taken to be 1 whole day for the purposes of working out MP and PTD under subsection (4) , regardless of the number of hours of attendance or teaching.\n(sec.30-ssec.6) Also, for working out the minimum period, MP must be rounded up to a whole number. An MP of 4.2 days would be rounded up to 5 days.\n- (a) the student is enrolled at the school; and\n- (b) the student has attended the school during the relevant period for the school for at least the minimum period of the program or course of study for which the student is enrolled.\n- (a) the student is enrolled at the school; and\n- (b) the student attended the school during the relevant period for the school for less than the minimum period because of the student’s absence from the school; and\n- (c) the student’s absence was for a reason beyond the control of— (i) if the student is living independently of the student’s parents or guardian—the student; or (ii) otherwise—the student’s parents or guardian.\n- (i) if the student is living independently of the student’s parents or guardian—the student; or\n- (ii) otherwise—the student’s parents or guardian.\n- (i) if the student is living independently of the student’s parents or guardian—the student; or\n- (ii) otherwise—the student’s parents or guardian.","sortOrder":40},{"sectionNumber":"pt.5","sectionType":"part","heading":"Miscellaneous","content":"# Miscellaneous","sortOrder":41},{"sectionNumber":"sec.31","sectionType":"section","heading":"Prescribed fee for copy of register— Act , s 127","content":"### sec.31 Prescribed fee for copy of register— Act , s 127\n\nFor section 127 (b) of the Act , the prescribed fee is 50c for each page, or part of a page, of the register.\nThe board may waive, wholly or partially, payment of the fee if it is satisfied payment of the fee would cause financial hardship to the person liable to pay it.\nAlso, the board may waive payment of the fee if it is satisfied on reasonable grounds that the anticipated cost to the board for collecting the fee makes it uneconomical to collect the fee.\n(sec.31-ssec.1) For section 127 (b) of the Act , the prescribed fee is 50c for each page, or part of a page, of the register.\n(sec.31-ssec.2) The board may waive, wholly or partially, payment of the fee if it is satisfied payment of the fee would cause financial hardship to the person liable to pay it.\n(sec.31-ssec.3) Also, the board may waive payment of the fee if it is satisfied on reasonable grounds that the anticipated cost to the board for collecting the fee makes it uneconomical to collect the fee.","sortOrder":42}],"analysis":{"flash_summary_failed":{"failed":true,"reason":"Unauthenticated. Configure AI_GATEWAY_API_KEY or use a provider module. Learn more: https://ai-sdk.dev/unauthenticated-ai-gateway","source":"analysis-cron"},"kimi_summary":{"content_quality":"ok","complexity_score":6,"scope_assessment":{"changed":false,"description":"The regulation appears to maintain its original scope of setting accreditation criteria for non-state schools. While it has been amended over time to update references (e.g., replacing COAG Education Council website references, updating to Child Safe Organisations Act 2024, adding 2025 regulation references), these appear to be maintenance updates rather than scope expansion. The core purpose remains establishing operational standards for school accreditation."},"complexity_factors":["Multiple cross-references to other Queensland and Commonwealth legislation (e.g., Education (General Provisions) Act 2006, Child Protection Act 1999, Australian Education Act 2013, Disability Discrimination Act 1992)","Mathematical formula for calculating minimum attendance periods for part-time students (section 30) with rounding rules","Nested conditional logic for temporary site approvals with multiple branching scenarios (section 24, subsections 2-6)","Defined terms scattered throughout the regulation and in a separate dictionary schedule (Schedule 1 referenced but not fully shown in extract)","Specific compliance requirements for different types of schools (distance education, special assistance, senior secondary, boarding facilities) creating layered obligations","Temporal calculations involving '200 consecutive school days' and specific date references (last Friday in February)","Multiple amendment references indicating evolving legislative framework (2020, 2023, 2025 amendments noted)"],"plain_english_summary":"This regulation sets out the detailed rules that **non-state schools in Queensland** (private and independent schools) must follow to get and keep their accreditation. Think of it as the 'rulebook' that ensures these schools are properly run, safe, and provide quality education.\n\n**What it covers:**\n\n*   **Governance & Administration:** Schools must keep detailed records (like student survey data) for at least 5 years, have clear organisational structures showing who is responsible for what, and have fair processes for handling complaints from staff, students, and parents.\n\n*   **Financial Health:** Schools must prove they have enough money to operate properly and keep financial records for 5 years.\n\n*   **What Students Learn:** Schools must have a written educational program that suits students' ages and abilities, follows the Australian Curriculum (or approved alternatives), and aligns with the national Alice Springs (Mparntwe) Education Declaration. Special rules apply for senior secondary years, distance education, and vocational training.\n\n*   **Students with Disabilities:** Schools must have specific processes to identify students with disabilities and create appropriate learning programs that meet anti-discrimination laws.\n\n*   **Student Safety & Welfare:** Schools must comply with child safety laws, work health and safety laws, and have written procedures for handling reports of harm or inappropriate conduct by staff. Staff must be trained annually on these processes.\n\n*   **Resources:** Schools must have enough qualified staff, proper buildings that meet safety codes, and necessary teaching materials.\n\n*   **Special Assistance Schools:** Special rules apply for schools that help students who have disengaged from mainstream education, including limits on how long they can operate from temporary sites (maximum 200 school days unless they get formal approval to make the site permanent).\n\n*   **Counting Students:** Detailed rules explain how to count full-time and part-time students for government funding purposes, including complex formulas for part-time attendance and exceptions for absences beyond the family's control.\n\n**Who it affects:**\nPrivate schools, their governing bodies, principals, teachers, and students in Queensland. It also affects the Non-State Schools Accreditation Board, which oversees compliance.\n\n**Why it matters:**\nThis regulation ensures that when parents choose a non-state school, they can expect certain standards of financial stability, educational quality, child safety, and governance. It protects students' rights and ensures taxpayer funding only goes to schools that meet these baseline requirements."},"flash_summary":{"complexity_score":5,"scope_assessment":{"changed":false,"description":"The regulation implements and details accreditation criteria authorised by the Act (see sec.4: prescribes criteria for Act s.11; sec.21: prescribes temporary site criteria for Act s.49; sec.27/28: prescribes school survey data for Act s.168). It does not itself expand or remove the Act’s statutory accreditation powers; rather it specifies operational, reporting and record‑keeping obligations (e.g. ss.5, 8, 9, 16, 20, 24, 27‑30) and a modest administrative fee with limited waiver discretion (s.31)."},"complexity_factors":["Multiple cross‑references to other statutes and instruments (e.g. Alice Springs Education Declaration (s.9), Queensland Curriculum and Assessment Authority requirements (s.9(3)‑(4)), Disability and anti‑discrimination laws (s.11), Child Safe/WH&S/Working with Children Acts (s.15)) increasing legal integration complexity.","Detailed record‑keeping and retention rules with quantifiable timeframes (5 years for survey data and financial records) and security/integrity requirements (s.5; s.8).","Conditional counting rules and numerical formulas for school survey data (definitions of full‑time/part‑time attendance, 11‑day rule, and MP formula with rounding) requiring administrative calculation (ss.28‑30).","Procedural requirements imposing recurring managerial actions: annual training, annual reporting to the school community, demonstrable improvement systems and implementation obligations (ss.16; 20).","Temporary‑site regime with time limits, application/appeal interactions and triggers tied to QCAT review and change notices (ss.21, 24) creating sequencing and timing complexity for operation continuity.","Discretions and delegations: board may request documents (ss.6(3), 8(3)), and may waive register fees on hardship or uneconomic collection grounds (s.31(2)‑(3)), creating case‑by‑case administration.","Prescriptive content obligations for specific school types (distance education, special assistance, boarding) that impose bespoke service‑standards and monitoring (ss.12, 13, 17, 18).","Interlocking compliance burdens on small operators (governing body documents, complaints processes, staff conduct/reporting paths) which raise implementation costs despite straightforward textual requirements (ss.6, 7, 16, 17)."],"plain_english_summary":"This regulation sets the accreditation rules non-state (private) schools must follow to be accredited under the Act. It prescribes concrete obligations on governance, staffing, facilities, educational programs, student welfare processes, temporary-site rules, record‑keeping and annual survey reporting, and fixes a small fee for register copies. It affects non‑state school governing bodies, school staff and the accreditation board by creating routine compliance, documentation and reporting duties."},"summary":{"complexity_score":7,"scope_assessment":{"changed":true,"description":"The regulation has expanded beyond its original 2017 scope through multiple amendments. Notably, the health and safety provision (s.15) was updated to reference the Child Safe Organisations Act 2024 (replacing earlier child safety legislation), the educational program section (s.9) was amended in 2020 and 2025 to update curriculum references including the Alice Springs (Mparntwe) Education Declaration and new QCAA Regulation 2025, and student survey data provisions were amended in 2023. These amendments reflect a broadening of child safety obligations and updated curriculum frameworks that were not part of the original 2017 intent."},"complexity_factors":["Cross-references to multiple other Queensland and Commonwealth Acts (e.g., Education (General Provisions) Act 2006, Child Protection Act 1999, Disability Discrimination Act 1992, Australian Education Act 2013, Work Health and Safety Act 2011, Education (Queensland College of Teachers) Act 2005, Education (Queensland Curriculum and Assessment Authority) Act 2014)","Multiple school types each with distinct obligations (mainstream, distance education, special assistance, boarding schools)","Mathematical formula for calculating part-time student attendance minimum periods","Layered conditional rules for temporary site periods involving multiple decision points and review pathways through QCAT (Queensland Civil and Administrative Tribunal)","Interplay between this regulation and the parent Act (Education (Accreditation of Non-State Schools) Act 2017) requiring both to be read together","Technical definitions (e.g., 'relevant day', 'relevant period', 'site attribute', 'special assistance period', 'isolated zone') that require careful tracking throughout the document","Recent amendments (2020, 2023, 2025) mean the current law differs from the original text, adding interpretive complexity","Child protection reporting obligations reference specific sections of other Acts that must be consulted separately"],"plain_english_summary":"This regulation is the accreditation rulebook for non‑government schools in Queensland: it tells private, Catholic, distance and special‑assistance schools what they must do to be approved and stay approved. It affects school operators, staff, students and parents by requiring clear governance, financial solvency and records, curriculum standards, qualified teachers, safe buildings and child‑safety processes, ongoing improvement plans, specific rules for distance/special‑assistance schools, annual student reporting, and a small fee for public register copies."},"issue_detection":{"absurdities":[],"contradictions":[]}},"importantCases":[],"_links":{"self":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017","history":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017/history","analysis":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017/analysis","conflicts":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017/conflicts","importantCases":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017/important-cases","documents":"/api/acts/education-accreditation-of-non-state-schools-regulation-2017/documents"}}