School Leavers Employment Supports (SLES)

School Leaver Employment Supports (SLES)

On this page:

  • Delivering School Leaver Employment Supports
  • How SLES works
  • Provider expectations
  • Provider resources

Delivering School Leaver Employment Supports (SLES)

School Leaver Employment Supports (SLES) is an early intervention approach for Year 12 school leavers. It’s designed to support their transition from school to employment.

Providers who deliver SLES help young people prepare, look for and gain employment. They work with them to provide meaningful, individualised capacity building activities so they can achieve their employment goals.

The NDIA values providers and recognises the importance of delivering high quality, person-centred supports and services.

As part of managing a participant’s employment barriers, providers can:

  • provide evidenced-based best practice knowledge to support a participant’s unique pathway to employment;
  • help foster partnerships and goodwill in the local community; and
  • use their employer and professional networks to develop innovative business practices to engage and connect with employers.

How SLES works

SLES is funding, which can be included in a participant’s NDIS plan. It is used to develop a strategy to help build their skills and confidence in areas where they feel they need help. The NDIS can fund SLES for up to two years, depending on the participant’s circumstances.

The aim of SLES is to build a participant’s ability and confidence to work with a Disabilty Employment Service (DES).

Each person’s SLES supports will be different. However, the following can assist participants to build employment readiness:

  • Money handling skills
  • Time management skills
  • Communication skills
  • Discovery activities
  • Extended work experience in open employment
  • Learning how to take instruction at work
  • Travel skills

Provider expectations

Providers work with participants to help them get ready for work. They plan employment pathways and develop individually tailored activities to meet each participant’s needs.

These supports typically include:

  • Work experience in open employment;
  • Job site training; and
  • Travel training.

When transferring from a structured school environment, it is important to consider the participant and their family’s needs. Initally, participants may seek regular activity and structure while others will be ready for a highly individualised service.

We expect the provider and the participant to develop an activities schedule, reflected in a Service Agreement. This will help the participant to reach their employment goals.

The nature of these supports and whether they are delivered in a group, individually or a combination of both, will vary depending on what the participant and their provider agree on in their Service Agreement.

Provider resources

Providers interested in delivering SLES should review the following resources:

This page current as of
1 October 2019