How to Write Clear and Objective NDIS Progress Notes
- Joanne Devine
- Jul 7
- 13 min read
Information current as at 7 July 2026
A progress note may only take a few minutes to write, but it can become an important record of what support was delivered, how the participant was involved, what occurred during the session and what may need to happen next.
The difficulty is that workers are often told to “write good notes” without being shown what that means.
Some notes are too vague to be useful. Others include personal opinions, unnecessary detail or language that could undermine the participant’s dignity. A strong progress note should be factual, relevant, respectful and connected to the support being delivered.
This guide explains how to write clear and objective NDIS progress notes, with practical examples, training methods and common mistakes to avoid.
What Is an NDIS Progress Note?
A progress note is a written record of a support session, activity, appointment or relevant interaction with an NDIS participant.
Depending on the provider and the type of support, it may also be called a:
Case note
Session note
Support note
Daily note
Contact note
Shift note
Progress notes are different from formal progress reports. A progress note usually records an individual session or event, while a progress report summarises supports, outcomes, progress, challenges, risks and recommendations across a longer reporting period. The NDIA describes case notes as records of the activities a participant engaged in, how those activities relate to the relevant support item and the participant’s goals, and any progress or plans for future sessions.
Progress notes can contribute to broader reports, reviews and support planning, but they should not be written solely for an audit. Their everyday purpose is to create a reliable account of service delivery.
Why Clear Progress Notes Matter
NDIS providers are expected to keep complete and accurate records of supports delivered. The NDIA lists case notes, support logs, invoices, rosters and service agreements among the records providers may need to maintain. It also states that payment claims must be complete, truthful and accurate.
Well-written progress notes may help:
Show what support was actually delivered
Connect the support to the participant’s goals
Communicate relevant information between workers
Identify changes, risks or concerns
Record participant choices and preferences
Inform future sessions and support-plan reviews
Support accurate invoicing and claims
Provide evidence if a complaint, incident or review occurs
For registered providers, the NDIS Practice Standards require participant information to be identifiable, accurately recorded, current and confidential. Information management systems must also support accurate and timely recording and appropriate storage, access, security, retention and disposal.
A note does not need to be long to meet these purposes. It needs to be useful.
What Does “Objective” Mean?
Objective writing records information that can be observed, heard, measured, confirmed or accurately attributed to another person.
It separates:
What happened
What was observed
What the participant said
What the worker did
What the outcome was
Objective writing avoids presenting assumptions as facts.
Subjective statement
Sam was lazy and did not want to participate.
This is an opinion. It does not explain what occurred or why the worker reached that conclusion.
More objective statement
Sam remained seated when invited to begin meal preparation and said, “I’m too tired to cook today.” Sam declined two further invitations and chose a prepared meal from the freezer.
This version records observable actions, the participant’s words and the choice made.
Objective writing does not mean ignoring emotion, distress or behaviour. It means documenting those matters through observable detail rather than labels.
The “Camera and Microphone” Test
A practical way to teach objective writing is to ask:
What would a camera have seen, and what would a microphone have heard?
A camera might record:
The participant leaving the room
The participant covering their ears
A cup being thrown onto the floor
A worker offering two choices
The participant completing a task with prompting
A microphone might record:
“I need a break.”
Raised voice volume
Crying
A request to leave
The worker explaining the available options
A camera would not record that someone was:
Manipulative
Attention-seeking
Lazy
Difficult
Naughty
Non-compliant
In a bad mood
Those are interpretations, not direct observations.
What Should an NDIS Progress Note Include?
The exact format will depend on the support, the provider’s system and internal policies. However, a clear progress note will commonly include the following information.
1. Identifying and service information
NDIA record-keeping guidance identifies minimum information including:
Participant’s name
Participant’s NDIS number
Date the support was delivered
Quantity or number of hours delivered
Type of support delivered
Some systems capture this information automatically outside the narrative section. Workers should still check that the note is attached to the correct participant, date and service.
2. Purpose of the support
Briefly explain what the session was intended to address.
For example:
Community access support focused on grocery shopping and using a written shopping list.
3. Support provided
Record what the worker actually did.
Examples include:
Provided verbal prompts
Supported the participant to compare options
Assisted with transport
Modelled a task
Used visual instructions
Supported communication with a service provider
Encouraged the participant to make their own choice
Avoid vague statements such as “provided support as required” without explaining what that support involved.
4. Participant involvement and choices
The NDIS Practice Standards emphasise informed choice, self-determination, individual preferences and participant involvement in support planning.
Progress notes should reflect the participant as an active person, not as a passive recipient.
Record:
Choices offered
Choices made
Preferences expressed
Requests made
Tasks completed independently
Support accepted or declined
Participant feedback
5. Observable outcomes
Describe what happened as a result of the support.
For example:
Ava selected three meals, wrote the ingredients on her shopping list and located six of the nine items independently.
This is clearer than:
Ava did really well.
6. Connection to goals
Case notes may show how activities relate to the participant’s goals.
The connection should be genuine rather than added as a generic sentence to every entry.
For example:
This activity related to Ava’s goal of increasing independence with meal planning and grocery shopping.
7. Relevant changes, risks or concerns
Record relevant changes in areas such as:
Mobility
Communication
Mood or presentation
Pain or fatigue
Eating or drinking
Skin integrity
Medication support
Environmental safety
Behaviour that created a risk of harm
Changes reported by the participant
Only record information that is relevant to the support, safety, continuity of care or provider responsibilities.
8. Actions and follow-up
A note should explain what was done about any significant issue.
For example:
Participant reported increased pain in the right knee. With consent, the worker informed the team leader at 3:15 pm. Participant chose to end the community activity early and return home. Follow-up requested before the next scheduled outing.
If an incident occurred, the progress note does not replace the provider’s incident report, escalation process or any required notification. Incidents connected with NDIS support delivery must be identified, assessed, recorded, managed and resolved in accordance with applicable requirements.
Example of a Poor Progress Note
The following example is fictional.
John was difficult and aggressive at the shops today. He had a meltdown because he did not want to wait and refused to cooperate. I told him to calm down and behave. Eventually he settled, and we finished shopping. Nothing else to report.
What is wrong with this note?
It uses labels without explaining what occurred:
“Difficult”
“Aggressive”
“Meltdown”
“Refused to cooperate”
It also fails to record:
Time and context
What behaviour was observed
What the participant said
What support was provided
Whether anyone was at risk
What choice the participant made
What the outcome was
Whether follow-up was required
How the activity related to a goal
The phrase “I told him to behave” also centres the worker’s judgement rather than explaining how the participant was supported.
Example of a Clear and Objective Progress Note
The following example is fictional and should be adapted to the provider’s own format.
Support delivered: Community access and grocery shopping, 2:00 pm–5:00 pm. John used his written shopping list to locate six items independently and requested assistance to find two items. At approximately 2:35 pm, while waiting in a busy checkout line, John covered both ears, moved approximately two metres away from the line and said, “It’s too loud. I need to go outside.” The worker acknowledged John’s request and accompanied him to a quieter area outside the store. The worker offered John the choice of returning home, taking a break or completing the purchase at a quieter self-service checkout. John chose to take a ten-minute break and then return to the self-service area. John completed the purchase using the self-service checkout with two verbal prompts. No injury occurred, and no physical intervention was used. John returned home at 4:50 pm and stated that shopping earlier in the day may be easier next time. The activity related to John’s goal of increasing independence and confidence when completing community shopping.
Follow-up: Record John’s preference for quieter shopping times and discuss this with him before the next community-access session.
Example of a Clear and Objective Progress Note
The following example is fictional and should be adapted to the provider’s own format.
Support delivered: Community access and grocery shopping, 2:00 pm–5:00 pm. John used his written shopping list to locate six items independently and requested assistance to find two items. At approximately 2:35 pm, while waiting in a busy checkout line, John covered both ears, moved approximately two metres away from the line and said, “It’s too loud. I need to go outside.” The worker acknowledged John’s request and accompanied him to a quieter area outside the store. The worker offered John the choice of returning home, taking a break or completing the purchase at a quieter self-service checkout. John chose to take a ten-minute break and then return to the self-service area. John completed the purchase using the self-service checkout with two verbal prompts. No injury occurred, and no physical intervention was used. John returned home at 4:50 pm and stated that shopping earlier in the day may be easier next time. The activity related to John’s goal of increasing independence and confidence when completing community shopping.
Follow-up: Record John’s preference for quieter shopping times and discuss this with him before the next community-access session.
Why is this note stronger?
It:
Describes the support delivered
Records observable behaviour
Uses the participant’s direct words
Explains the environmental context
Records choices offered and made
Describes the worker’s actions
Documents the outcome
Connects the activity to a goal
Identifies a useful follow-up
Avoids judgemental language
Reporting What Someone Else Said
Workers will not personally observe everything they record.
When documenting information provided by the participant, family member or another professional, identify the source.
Avoid
Mia had a seizure last night.
Unless the worker directly observed it, this wording presents the information as independently confirmed.
Use
Mia stated that she experienced a seizure during the night.
Or:
Mia’s mother reported that Mia experienced a seizure at approximately 11:00 pm.
This distinction helps the reader understand what the worker observed and what was reported by someone else.
Using Direct Quotes
Direct quotes are useful when the participant’s exact words are important, particularly when documenting:
Preferences
Consent
Refusal
Pain
Concerns
Complaints
Threats
Requests
Disclosure of harm
A change in wellbeing
Use quotation marks only when recording the person’s actual words.
Accurate use
Alex said, “I do not want to attend the appointment today.”
Inaccurate use
Alex said they were “being difficult.”
Unless those were Alex’s exact words, this is not a direct quote.
Quotes should be relevant and used selectively. Progress notes are not transcripts of every conversation.
Respectful and Person-Centred Language
The NDIS Code of Conduct requires workers and providers to respect participant rights, privacy, self-determination and decision-making, and to act with integrity, honesty and transparency. The Code applies to both registered and unregistered NDIS providers and workers.
Respectful language does not hide risks or minimise serious events. It describes them accurately without demeaning the participant.
Avoid
Wheelchair-bound participant
Prefer
Participant uses a wheelchair for mobility.
Avoid
Suffers from autism
Prefer
Participant is autistic.
Or use the participant’s preferred terminology.
Avoid
Attention-seeking behaviour
Prefer
Participant called the worker’s name repeatedly, cried and requested that the worker remain in the room.
Avoid
Non-compliant with medication
Prefer
Participant declined the medication when it was offered at 8:00 am and stated, “It makes me feel sick.”
Language preferences vary. Providers should ask participants how they wish to be described and respect those preferences.
A Practical Structure for Writing Progress Notes
A worker can use the following sequence:
1. What support was planned?
What was the purpose of the session?
2. What support was provided?
What did the worker do?
3. What did the participant do, say or choose?
What was observed or reported?
4. What was the outcome?
What changed, was achieved or remained difficult?
5. How did it relate to the participant’s goals?
Why was the activity relevant?
6. Is any action or follow-up required?
Who needs to know, what needs to happen and by when?
This structure can be adapted into a template or electronic form.
The FACTS Method
The following is a practical teaching framework rather than an official NDIS format.
F — Factual
Record observable information and clearly attribute reported information.
A — Actions
Explain what the participant and worker did.
C — Connected
Connect the support to the participant’s goal, plan, preference or agreed outcome.
T — Timely
Complete the note as soon as practical after the support.
S — Steps next
Record follow-up, escalation or the next agreed action.
A worker can review the note before submitting it by asking:
Is it factual? Does it explain the actions? Is it connected to the support? Was it completed promptly? Are the next steps clear?
How to Teach Someone to Write Great Progress Notes
Telling workers to “add more detail” is rarely enough. Training should show what useful detail looks like.
1. Explain the purpose
Workers need to understand who may rely on the record.
This can include:
The participant
Another support worker
A supervisor
A support coordinator
An allied health professional
A nominee or guardian where authorised
An auditor or regulator
A person reviewing an incident or complaint
The participant may also request access to their information. Registered-provider information systems should make participant information accessible to the participant and allow correction processes.
A useful teaching question is:
Would the participant consider this note accurate, fair and respectful?
2. Show good and poor examples
Use fictional examples relevant to the worker’s role.
Ask workers to highlight:
Opinions
Labels
Missing actions
Missing outcomes
Unclear timeframes
Unexplained abbreviations
Unnecessary personal information
Then rewrite the note together.
3. Practise observation versus interpretation
Give workers statements such as:
Chris was angry.
Ask them to rewrite the statement using observable information:
Chris spoke in a raised voice, pushed the chair away from the table and said, “I want to leave now.”
This develops the habit of showing rather than labelling.
4. Use a consistent template
A structured template reduces uncertainty and prompts workers to record the required information.
Useful headings might include:
Support delivered
Participant involvement
Goal or outcome
Observations
Actions taken
Participant feedback
Risks or changes
Follow-up required
The template should suit the actual service rather than forcing every support type into an identical note.
5. Provide supervised practice
Ask the worker to complete sample notes based on fictional scenarios.
Review whether the worker can:
Separate fact from opinion
Use respectful language
Record participant choice
Identify relevant detail
Recognise when escalation is required
Maintain confidentiality
6. Give specific feedback
Instead of:
This needs more detail.
Use:
Describe what you observed when you wrote that the participant was anxious. Include what the participant said, the support you offered and the outcome.
Specific feedback is easier to apply.
7. Review real notes safely
Supervisors can periodically review records for quality, accuracy and consistency, while maintaining confidentiality and appropriate access.
Look for patterns such as:
Repeated generic wording
Copy-and-paste entries
Missing goal links
Judgemental language
Unfinished follow-up
Delayed documentation
Notes that do not match the billed support
Registered providers are expected to maintain systems for worker training, supervision and performance development appropriate to the worker’s role and participant needs.
8. Repeat training
Progress-note quality should not be treated as a one-off induction topic.
Refresh training when:
Templates or systems change
Audits identify gaps
A complaint or incident reveals poor documentation
Workers are unsure about boundaries or confidentiality
New support types are introduced
NDIS Progress Note Do’s and Don’ts
Do | Don’t |
Record the note promptly | Rely on memory several days later |
Use observable facts | Use labels or personal judgements |
Record the participant’s words accurately | Put words or intentions into the participant’s mouth |
Explain what support was provided | Write only “support provided as usual” |
Connect the activity to an agreed goal where relevant | Add the same generic goal sentence to every note |
Record choices and preferences | Describe the worker as making every decision |
Identify who reported information | Present second-hand information as directly observed |
Record relevant risks and actions | Hide, minimise or exaggerate concerns |
Use professional and respectful language | Use slang, sarcasm or stigmatising terms |
Include clear follow-up responsibilities | Write “monitor” without saying who will monitor what |
Protect privacy and confidentiality | Include unrelated private information |
Follow the organisation’s correction process | Secretly delete or rewrite an inaccurate record |
Use approved abbreviations only | Assume every reader understands workplace shorthand |
Complete an incident report when required | Treat the progress note as a replacement for incident reporting |
Common Progress Note Mistakes
Writing too little
Good shift. Participant happy. All tasks completed.
This does not show what support was delivered or what occurred.
Writing too much
A note can also become unhelpful if it includes lengthy conversations, unrelated family information or every minor detail of the session.
Include information that is relevant to:
The support delivered
The participant’s goals
Safety and wellbeing
Choices and preferences
Changes or concerns
Follow-up
Repeating the same entry
Repeated identical wording may suggest that the note does not accurately reflect the individual session.
Recording a diagnosis or conclusion outside the worker’s role
Avoid diagnosing or making clinical conclusions unless appropriately qualified and authorised.
Instead of:
Participant was having a psychotic episode.
Record the observable information and action:
Participant stated that voices were speaking to them, appeared distressed and requested support to contact their mental health clinician. The team leader was notified at 1:20 pm in accordance with the support plan.
Using vague follow-up language
Keep an eye on it.
A stronger entry is:
Team leader notified at 3:10 pm. Worker to record any further reports of dizziness and contact the participant’s nominated health professional in accordance with the support plan.
Including unnecessary information about other people
Only record information about family members, housemates or others when it is relevant and appropriate to the participant’s support.
Progress Notes and Privacy
Progress notes may contain sensitive personal information.
The NDIS Practice Standards require registered providers to protect participant privacy and dignity, obtain appropriate consent for collecting, using and disclosing information, and maintain secure information-management processes.
Workers should:
Use the approved record system
Access only records needed for their role
Avoid storing notes on personal devices
Avoid discussing notes with unauthorised people
Check that the entry is saved to the correct participant
Follow policies for email, transfer, correction and disposal
Record only information relevant to the support or provider responsibility
Privacy does not mean omitting important safety information. It means handling that information lawfully, respectfully and securely.
A Final Quality Check
Before submitting a progress note, ask:
Is the correct participant and service attached?
Is the date, time and duration accurate?
Have I explained what support was delivered?
Have I separated observation from opinion?
Have I accurately attributed reported information?
Have I recorded the participant’s choices and involvement?
Is the note relevant to the participant’s support or goals?
Have I explained any risk, concern or change?
Are actions and follow-up clear?
Is the wording respectful and professional?
Would the participant recognise this as a fair account?
Have I completed any separate incident or escalation process required?
If the answer to any question is no, revise the note before submitting it.
Final Thoughts
A strong NDIS progress note is not necessarily a long note.
It is a clear record that explains:
What support was delivered
How the participant was involved
What was observed or reported
What actions were taken
What the outcome was
What needs to happen next
Good documentation is built through practical training, consistent systems, useful templates, supervision and regular feedback.
The goal is not to make every worker sound like a clinician or compliance specialist. It is to help workers produce records that are accurate, respectful and useful to the participant and the people authorised to support them.
Disclaimer
This article provides general administrative and operational information only. It does not constitute legal, clinical, privacy, regulatory or compliance advice. Providers should review current NDIS requirements, applicable legislation, participant agreements, support plans, professional obligations and their own policies and procedures. Documentation requirements may vary according to the support delivered and the provider’s circumstances.
