When families compare School Leaver Employment Supports providers, one of the first questions they often ask is: “How much does SLES cost?”

It is an important question, but the quoted SLES price does not always tell you how much meaningful support a young person will actually receive.

Two providers may propose using a similar amount of NDIS funding while offering very different programs. One may provide regular individual coaching, personalised career planning, targeted employer engagement and supported work experience. Another may deliver most services through larger group workshops, with only limited individual time.

Both programs may include useful activities. However, the participant’s access to a coach, the relevance of each session, the quality of work-placement preparation and the pathway towards employment could be very different.

That is why families should compare more than the total cost.

They should also ask:

• How much direct coaching will the participant receive?
• What is the participant-to-coach ratio?
• Are workshops linked to individual employment goals?
• Who will contact employers and arrange work experience?
• Is workplace support included?
• How will progress be measured?
• Are reports, travel, preparation and cancellations charged separately?
• What happens when the participant needs more individual assistance?
• How much of the available funding will be used before the plan ends?

The current NDIS pricing schedule lists School Leaver Employment Supports as a support item without a specified price, using an “Each” unit rather than publishing one standard hourly limit for the SLES item itself. The NDIS also explains that participants and providers can negotiate an appropriate and reasonable price, and that participants must agree before pricing changes are made. This makes the provider’s proposed delivery structure and service agreement especially important when evaluating value.

At Next Gen Youth Employment, we understand that every school leaver has different strengths, goals, learning preferences and employment barriers. Some young people benefit from intensive one-to-one coaching. Others build confidence by practising communication and teamwork with peers. Many achieve the best results through a carefully planned combination of individual support, small-group learning and real workplace experience.

This guide compares one-to-one, group and blended SLES delivery models. It explains how each model may affect the SLES price, employment outcomes and overall value obtained from a participant’s available funding.

Why the SLES Price Is Only One Part of the Decision

Price matters because every participant has a limited employment support budget.

When money is spent on one activity, it is no longer available for another. A family therefore needs to understand not only how much a provider charges, but also what the participant receives in return.

A lower-cost group program may allow the participant to attend more scheduled hours. However, the young person may receive less direct attention during each session.

A higher-cost individual session may use more funding per hour, but it may also provide concentrated coaching around a specific barrier, job application or workplace opportunity.

Neither model is automatically better in every situation.

The real question is:

• Which combination of supports gives this particular young person the best chance of developing skills, gaining experience and moving towards sustainable employment?

The NDIS advises providers to create a tailored support plan with each participant. That plan should identify the participant’s employment goals, barriers to work, supports to be provided, where and how often those supports will occur, and how regularly progress will be reviewed.

This means the delivery model should follow the participant’s needs. The participant should not simply be fitted into whichever timetable is easiest for the provider to operate.

Understanding the Three Main SLES Delivery Models

SLES programs are commonly delivered through one-to-one coaching, group-based activities or a blend of both.

The exact terminology may differ between providers. One organisation may refer to individual mentoring, while another uses terms such as employment coaching, youth coaching or personalised capacity building.

Similarly, group activities may be described as workshops, training sessions, job-readiness classes, employment programs or peer-learning activities.

The name is less important than what actually happens.

What Is One-to-One SLES Support?

One-to-one support involves one participant working directly with one coach or employment consultant.

Sessions may take place:

• at the provider’s premises
• in the participant’s community
• at a workplace
• during travel training
• at an employer meeting
• by telephone or video
• in another setting connected to the participant’s employment goals.

Individual coaching can be used for:

• strengths and career assessments
• setting employment goals
• identifying barriers
• developing an employment plan
• resume preparation
• job searching
• interview practice
• workplace communication
• travel training
• emotional preparation for work
• employer introductions
• work-placement preparation
• on-the-job coaching
• reviewing feedback after a placement.

At Next Gen Youth Employment, one-to-one coaching allows us to learn about the young person as an individual. We can explore what they enjoy, how they learn, which environments suit them and what support may help them become more independent.

Advantages of One-to-One Coaching

The main benefit is focused attention.

The coach can adjust the pace, language, activities and goals around one participant rather than dividing attention across a group.

This can be especially useful when the participant:

• needs more time to process information
• experiences anxiety in groups
• has specific communication preferences
• requires help with an individual job application
• needs to practise a particular workplace task
• is preparing for an employer meeting
• has complex barriers to employment
• benefits from predictable routines
• needs confidential conversations
• is ready for more advanced employment activity than their peers.

Individual sessions can also respond quickly to new opportunities.

For example, if an employer offers an interview later that week, the coach can focus the next session on researching the business, preparing responses and planning transport.

Possible Limitations of One-to-One Support

Individual coaching may use the participant’s budget more quickly than shared sessions, depending on the provider’s pricing structure.

It may also offer fewer natural opportunities to practise:

• teamwork
• turn-taking
• group problem-solving
• communicating with different personalities
• participating in workplace-style discussions
• responding to peers.

A young person can become comfortable speaking with a familiar coach but still find it difficult to communicate within a team.

For that reason, individual coaching should not always be the only form of support. The right program may include opportunities to apply individually developed skills around other people.

What Are Group SLES Programs?

Group programs involve several participants learning or completing activities together.

A group session might cover:

• workplace communication
• teamwork
• customer service
• interview preparation
• money handling
• problem-solving
• workplace rights and responsibilities
• digital skills
• time management
• health and safety
• employer expectations.

Well-designed workshops can provide an engaging and practical learning environment. Participants can observe other people, share experiences, practise conversations and develop confidence around peers.

Next Gen Youth Employment offers workshops alongside personalised coaching and workplace opportunities. Group learning can be valuable when it is connected to each participant’s broader employment pathway rather than treated as a substitute for individual planning.

Advantages of Group-Based Support

Group programs can help participants practise skills that are difficult to develop alone.

These include:

• listening to others
• contributing to discussions
• sharing tasks
• negotiating roles
• giving and receiving feedback
• managing disagreement
• working with different communication styles
• completing activities within a team.

Groups may also reduce isolation.

A young person leaving school may lose regular contact with classmates and familiar teachers. Meeting other school leavers who are also preparing for work can help normalise the challenges of applying for jobs, attending interviews and entering unfamiliar workplaces.

Group workshops can also be an efficient way to introduce information that is relevant to several participants, such as:

• how to read a job advertisement
• what to wear to an interview
• basic workplace safety
• how payslips work
• what employers expect from new staff.

Possible Limitations of Group Programs

The value of a group session depends heavily on:

• group size
• participant-to-coach ratio
• the facilitator’s skills
• the participants’ different support needs
• how relevant the content is
• whether individual follow-up is available.

A workshop may be less effective when participants have significantly different goals or levels of readiness.

For example, a participant preparing for a warehouse work trial may gain limited value from repeated group activities focused on café customer service. Another participant may already have a strong resume but continue attending basic resume workshops because that is what appears on the timetable.

Large groups can also make it difficult for a coach to recognise when someone:

• does not understand the activity
• is copying peers without learning the skill
• needs more processing time
• is becoming overwhelmed
• has stopped participating
• requires individual feedback.

A group program should therefore be more than several young people sitting in the same room. It should provide purposeful learning with appropriate support and a clear connection to individual employment goals.

What Is a Blended SLES Program?

A blended model combines individual coaching, group learning and practical workplace experience.

For many participants, this provides the strongest balance.

A blended program might include:

• individual career planning
• small-group workplace communication workshops
• one-to-one resume development
• group interview practice
• employer visits
• individual work-placement preparation
• supported work experience
• one-to-one feedback after the placement.

The purpose of blending services is not simply to fill a weekly timetable. Each delivery method should be selected because it suits the skill being developed.

For example:

• Employment goal setting may be best completed individually.
• Teamwork may be best practised in a group.
• Interview responses may be introduced in a workshop and refined individually.
• Workplace routines may need to be practised with an employer.
• Placement feedback may be more appropriate in a private one-to-one discussion.

At Next Gen Youth Employment, we can help build a pathway that uses different forms of support at the right stage. The young person can receive individual attention while also having opportunities to practise social and workplace skills with peers and employers.

Comparing One-to-One, Group and Blended SLES Programs

Area	One-to-one model	Group model	Blended model
Coach access	Direct access throughout the session	Coach attention is shared	Individual access at planned points
Goal personalisation	Usually high	May be limited if the program is standardised	High when individual planning guides group participation
Learning pace	Can be adjusted immediately	Often follows the group timetable	Individual coaching can address differences
Peer interaction	Limited	Strong opportunity	Available without relying entirely on groups
Confidentiality	Better for personal discussions	Less suitable for sensitive topics	Private issues can be handled individually
Teamwork practice	Must be arranged separately	Naturally available	Built into selected workshops
Job applications	Highly targeted	Often general	General learning plus targeted application help
Employer engagement	Can be personalised	May focus on shared industries	Can combine employer events with individual matching
Work-placement preparation	Specific to the participant and placement	May remain general	Individual preparation supported by group learning
Budget use	May use funding faster per scheduled hour	May provide more scheduled participation	Can balance cost and intensity
Suitability	Participants needing concentrated support	Participants who benefit from peer learning	Participants who need both individualisation and social practice

This table provides a broad guide rather than a guarantee. A small, well-facilitated group may offer more individual attention than a poorly organised service advertised as personalised coaching.

Families should ask providers for details rather than relying only on program labels.

How the Delivery Model Can Affect the SLES Price

The SLES price may be influenced by more than the number of hours shown on a timetable.

Providers may structure their programs differently depending on:

• individual or group delivery
• staff qualifications and experience
• session length
• group size
• location
• employer engagement
• workplace support
• travel
• reporting
• preparation completed outside sessions
• facilities and resources
• services included in the overall proposal.

Under the NDIS pricing schedule effective from 1 July 2026, the School Leaver Employment Supports item is listed among support items without specified prices. In comparison, the same schedule publishes hourly guidance for some other employment-related supports, including Employment Assistance. Families should therefore confirm which support item the provider intends to use, what pricing method applies and how claims will appear against the participant’s budget.

A provider should be able to explain the pricing clearly.

Families should not have to guess:

• whether a price is hourly or packaged
• whether group time is charged differently
• how much funding will be reserved
• whether employer calls are included
• whether reports cost extra
• what transport charges may apply
• whether cancellations can be claimed
• whether unused services remain available.

Scheduled Hours Are Not the Same as Direct Coaching Hours

This is one of the most important distinctions when comparing programs.

Imagine that a participant attends a five-hour group program with nine other young people and two coaches.

The participant has attended for five hours, but they have not necessarily received five hours of direct coaching.

Much of the session may involve:

• listening to a presentation
• completing an activity independently
• waiting while others receive assistance
• participating in a group discussion
• taking scheduled breaks.

That time may still be useful. However, families should understand the difference between total attendance and direct personalised support.

Now consider a two-hour individual session.

The scheduled time is shorter, but the coach may spend the entire session:

• refining a career goal
• addressing a specific communication barrier
• preparing for an upcoming interview
• contacting a relevant employer
• practising the participant’s travel route.

The shorter session may create more targeted movement towards employment.

This does not mean every participant should receive only individual coaching. It means that program hours should be interpreted carefully when comparing the SLES price.

A quote promising “20 hours of support per week” is difficult to evaluate unless the provider explains:

• how many hours are individual
• how many are group based
• how large the groups are
• how much coach access is available
• what those hours are intended to achieve.

How the Support Model Affects Employment Goal Personalisation

A meaningful SLES program should begin with the participant’s employment goals.

The NDIS identifies employment assistance as support that can help participants try work activities, build work skills, manage barriers, connect with employers and develop a career plan. It also requires a tailored support plan that documents goals, barriers, service frequency and review arrangements.

Personalisation in a One-to-One Program

Individual coaching gives the provider more time to explore:

• what the participant enjoys
• what they dislike
• which school subjects or hobbies reveal strengths
• whether they prefer practical or desk-based tasks
• how much social interaction feels comfortable
• whether they prefer routine or variety
• what transport options are realistic
• what hours they may be able to work
• which barriers need to be addressed.

The provider can then select activities around those findings.

Personalisation in a Group Program

Group programs can still be personalised, but the provider must make a deliberate effort.

This might involve:

• giving participants different tasks within the same workshop
• connecting examples to different industries
• providing individual follow-up
• setting separate goals for each participant
• adjusting worksheets and communication methods
• allowing participants to practise different workplace roles.

A generic group model may have everyone complete the same modules in the same order, regardless of their goals.

A personalised group model uses shared learning only when it is relevant.

Personalisation in a Blended Program

A blended model allows the individual plan to guide group participation.

For example, a participant pursuing retail may attend workshops on customer communication and teamwork, while receiving individual coaching for:

• sensory strategies
• travel planning
• resume preparation
• employer introductions
• work-trial feedback.

The group is one tool within the pathway rather than the entire pathway.

How the Delivery Model Affects Work-Placement Preparation

Practical work experience can help a young person understand employer expectations and test whether a role is suitable.

However, placing someone in a workplace without adequate preparation can lead to unnecessary stress or an unsuccessful experience.

Good work-placement preparation may cover:

• the business and industry
• expected tasks
• working hours
• clothing and presentation
• transport
• workplace safety
• communication with supervisors
• requesting help
• managing breaks
• coping with unexpected changes
• understanding feedback
• disclosing support needs where appropriate.

Individual Preparation

One-to-one coaching allows preparation to be specific to the participant and employer.

A young person beginning a logistics placement may practise:

• reading a picking list
• scanning stock
• asking for clarification
• lifting procedures
• following warehouse safety rules.

A participant preparing for a café placement may focus on:

• greeting customers
• clearing tables
• hygiene routines
• taking simple instructions
• managing a busy environment.

Group Preparation

Group workshops can introduce general workplace expectations.

Participants can practise:

• arriving on time
• introducing themselves
• listening to instructions
• responding to feedback
• working with others.

However, general preparation may not address the exact demands of the placement.

The strongest approach often involves group learning followed by individual preparation immediately before the workplace experience.

At Next Gen Youth Employment, we can help young people move from learning about work to practising skills in relevant environments. Work experience should connect with the participant’s goals rather than simply filling a vacancy that happens to be available.

How the Support Model Affects Confidence Building

Confidence is often treated as a single skill, but it can mean different things.

A participant may be confident speaking with a familiar coach but anxious around employers. Another may communicate well in a group but struggle when completing a task independently.

How One-to-One Support Builds Confidence

Individual coaching can provide:

• a safe place to ask questions
• repeated practice without peer pressure
• gradual exposure to difficult situations
• direct encouragement
• private feedback
• personalised strategies.

This can be helpful for participants who fear making mistakes in front of others.

How Group Support Builds Confidence

Groups can help participants become comfortable:

• speaking in front of peers
• sharing ideas
• contributing to tasks
• receiving different opinions
• working alongside unfamiliar people
• recognising that others face similar challenges.

Group learning may be particularly useful for participants whose employment goals involve teamwork or customer interaction.

The Risk of Choosing Only One Environment

Confidence developed in one setting may not automatically transfer to another.

A participant may become excellent at mock interviews with the same coach but still freeze when meeting a real employer. Another may participate actively in a familiar workshop yet struggle to advocate for themselves privately.

A blended model allows confidence to be tested across:

• individual coaching
• peer activities
• community settings
• employer meetings
• real workplaces.

Employer Engagement Can Be a Major Difference Between Providers

A SLES program should eventually connect the participant with the labour market.

Classroom learning alone cannot fully prepare a young person for employment.

Employer engagement may include:

• researching businesses
• contacting potential employers
• arranging workplace visits
• discussing work-experience opportunities
• identifying suitable duties
• preparing supervisors
• negotiating adjustments
• gathering workplace feedback
• supporting applications
• arranging work trials
• providing on-the-job coaching.

Employment providers are expected to report on the services they deliver and the outcomes participants achieve. The NDIA also publishes school leaver employment outcomes to help participants discuss how providers tailor support and how their performance compares.

Questions to Ask About Employer Engagement

Ask each provider:

• Do you have active employer relationships?
• Which industries do you regularly work with?
• How do you match participants with employers?
• Who contacts businesses?
• Is employer engagement included in the proposed price?
• How much time is allocated to placement development?
• Does the participant help choose the placement?
• Will the provider prepare the employer?
• Is on-site support available?
• What happens when a placement is unsuitable?
• How is employer feedback recorded?

A group-heavy program may organise general employer presentations or workplace tours. These can be useful, but they are not the same as individual job matching.

At Next Gen Youth Employment, we can help participants explore industries and connect their individual strengths with suitable opportunities. The goal is not simply to expose young people to employers, but to create a credible pathway towards work that suits them.

Reporting and Progress Reviews Affect Overall Value

Families should know how progress will be tracked.

A lower SLES price does not represent good value when the provider cannot explain what has changed for the participant.

Useful progress measures may include:

• employment goals identified
• industries explored
• qualifications completed
• resumes developed
• interviews attended
• employer contacts made
• work-experience hours completed
• workplace skills developed
• reductions in prompting
• increased travel independence
• participant feedback
• employer feedback
• applications submitted
• paid work obtained.

The provider’s tailored plan should state how often reviews will occur. Employment providers are also required to report on services and participant outcomes.

Ask Whether Reporting Is Included

Some providers may include routine progress summaries within their program. Others may charge for time spent preparing detailed reports.

Before signing, ask:

• How often will we receive an update?
• Will the participant be involved in reviews?
• Are written progress reports included?
• Is an NDIS reassessment report included?
• How much non-face-to-face time may be charged for reporting?
• Will reports show measurable employment progress?
• Can the family or support coordinator review a draft?
• What happens when progress is limited?

At Next Gen Youth Employment, progress discussions should help everyone understand what the young person has achieved, what barriers remain and what should happen next.

Transport and Travel Can Change the Real SLES Price

Transport is another area where two apparently similar quotes may differ.

A program may involve travel to:

• the provider’s centre
• workshops
• employers
• work-experience sites
• training organisations
• interviews
• community-based sessions.

Families should clarify the difference between:

1. Transport provided to the participant.
2. Provider travel time.
3. Non-labour travel expenses, such as kilometres, tolls or parking.
4. Travel training designed to build the participant’s independence.

The NDIS recommends that service agreements clearly state the cost of provider travel and any other fees or charges.

Questions About Transport

Ask:

• Is transport to sessions included?
• Does the provider pick up and drop off participants?
• Are kilometres charged?
• Can tolls or parking be charged?
• Is provider travel time billed?
• Will charges be shared when several participants travel together?
• Is transport to work experience included?
• Does the provider offer public transport training?
• What happens when a placement is far from home?
• Will transport costs reduce the amount available for coaching?

Travel support can be valuable when it helps a young person access employment. However, families need to know how it affects the available budget.

Cancellations Can Reduce the Support Available

Young people may miss sessions because of illness, appointments, family circumstances or changes in routine.

Providers may also cancel activities due to staff availability, employer changes or low group attendance.

The service agreement should explain:

• the provider’s cancellation policy
• how much notice is required
• when a fee may apply
• whether group sessions proceed when participants are absent
• what happens when the provider cancels
• whether a replacement session is offered.

The NDIS identifies cancellation policies as an important part of a service agreement. It also recommends that participants understand the agreement’s duration, review process, change process and termination conditions.

Why Cancellation Terms Matter in Group Programs

Suppose a participant is unable to attend a workshop.

Ask whether:

• the missed session will still be charged
• the content can be completed later
• individual catch-up support is available
• the participant will fall behind the group
• the provider can send materials
• another workshop date is available.

A missed group session may affect the participant differently from a missed individual appointment. Families should understand the practical and financial consequences.

What Is Non-Face-to-Face SLES Work?

Not all meaningful employment support happens while the participant is physically present.

A provider may spend time:

• contacting employers
• preparing job applications
• customising a resume
• arranging work experience
• speaking with a workplace supervisor
• developing visual resources
• recording progress
• preparing reports
• planning a session
• coordinating with another provider.

Some of this work may be valuable and directly connected to employment outcomes.

However, families should know:

• whether non-face-to-face work is charged
• which activities may be billed
• the agreed rate or method
• how time will be recorded
• whether approval is required
• how the participant benefits from the activity
• how much of the budget may be used this way.

A provider saying “administration is included” may mean something different from a provider that separately claims for employer liaison and reporting.

Neither arrangement should be assumed. It should be clearly explained.

Services That May or May Not Be Included in the Quoted SLES Price

A quote may include only scheduled program attendance, or it may include a much broader service.

Ask whether the following are included:

Assessment and Planning

• initial meetings
• strengths assessment
• vocational exploration
• employment goal setting
• individual support plan
• regular plan reviews.

Skill Development

• resume preparation
• interview coaching
• communication training
• teamwork
• workplace behaviour
• digital skills
• travel training
• money skills
• time management.

Employer Engagement

• workplace research
• employer calls
• placement sourcing
• workplace visits
• employer education
• job customisation
• follow-up after placements.

Practical Experience

• simulated workplace activities
• work experience
• work trials
• volunteering
• on-site coaching
• workplace travel
• safety preparation.

Employment Transition

• vacancy searches
• job applications
• interview attendance
• onboarding
• workplace adjustments
• post-placement mentoring
• support to retain employment.

Administration and Reporting

• session notes
• family updates
• support coordinator communication
• progress reports
• reassessment reports
• employer reports
• case conferences.

A provider may offer all of these services, some of them or additional activities.

The important point is to compare like with like.

A Practical Example: Similar SLES Price, Different Value

Consider two hypothetical providers.

Both propose using the same amount of funding over 12 months.

Provider A

The program includes:

• four days of group attendance each week
• a standard workshop timetable
• occasional guest speakers
• one short individual review each quarter
• general workplace visits
• no guaranteed individual placement development.

Provider B

The program includes:

• weekly individual coaching
• selected small-group workshops
• an individual employment plan
• targeted industry exploration
• employer outreach
• individual work-placement preparation
• supported work experience
• monthly progress reviews.

The total proposed SLES price may be similar.

Provider A offers more scheduled attendance. Provider B offers fewer total program hours but more individual planning and employer activity.

Which one provides better value?

The answer depends on the participant.

A young person who benefits from structured social interaction may gain considerable value from Provider A’s groups, provided the workshops remain relevant and individual needs are addressed.

A participant who already has social confidence but requires targeted employer introductions and interview support may gain more from Provider B.

The family should not decide by counting hours alone. They should assess which activities address the participant’s actual barriers and goals.

When One-to-One SLES May Offer Better Value

Individual support may be particularly valuable when the participant:

• has a clear career goal
• is actively applying for jobs
• needs help with a specific interview
• requires an individual communication approach
• becomes overwhelmed in groups
• needs confidential support
• has experienced unsuccessful placements
• requires detailed travel training
• needs workplace adjustments
• is ready to move quickly into employment
• has goals that do not match the provider’s standard workshops.

A participant may not need individual support all day, every day. Strategic one-to-one coaching at important stages may be enough.

When Group SLES May Offer Better Value

Group learning may be particularly valuable when the participant:

• wants to build social confidence
• needs to practise teamwork
• learns by watching peers
• benefits from a regular routine
• enjoys collaborative activities
• needs exposure to different personalities
• is developing general workplace knowledge
• is not yet ready for individual employer engagement
• feels isolated after leaving school.

The group should still be suitable in size, pace and content.

A lower per-session cost does not represent value when the participant is consistently disengaged or unable to access the coach.

When a Blended Program May Be the Strongest Choice

A blended approach may suit participants who need:

• individual goal planning
• peer interaction
• targeted coaching
• real workplace exposure
• flexible adjustments over time.

For example, the participant might begin with more individual support while building trust and identifying goals. They may then join selected workshops to practise communication and teamwork. As employment readiness increases, the program may shift towards employer engagement, work trials and on-the-job coaching.

This allows the support model to change as the participant develops.

At Next Gen Youth Employment, we can help tailor the mix of supports around the young person’s current stage rather than expecting the same pattern to remain suitable throughout the entire program.

SLES Price Comparison Checklist for Families

Use the following checklist when comparing providers.

Delivery Model

• Is the program one-to-one, group based or blended?
• How many individual coaching hours are included?
• How many group hours are included?
• What is the usual group size?
• How many staff support each group?
• Can the delivery model change if the participant’s needs change?

Coach Access

• Will the participant have a consistent coach?
• How often can they speak privately with the coach?
• What happens when their usual coach is unavailable?
• Is individual follow-up available after workshops?
• Who responds when an employer opportunity arises?

Personalisation

• How are strengths and interests assessed?
• Will there be an individual employment plan?
• How are workshops selected?
• Can the participant decline irrelevant activities?
• How often are goals reviewed?
• What happens when the original career direction changes?

Employer Engagement

• Which industries does the provider work with?
• How many employers are actively engaged?
• Who sources work experience?
• Is employer engagement included in the price?
• Does the provider arrange individual placements?
• Is workplace coaching available?

Reporting

• How is progress measured?
• How often are reviews held?
• Are written reports included?
• Are reassessment reports charged separately?
• Will the participant receive a copy?
• Will reporting cover employment outcomes rather than attendance alone?

Transport

• Is transport included?
• Are kilometres, tolls or parking charged?
• Is provider travel time charged?
• Is transport to work experience included?
• Is public transport training available?
• How will travel affect the total budget?

Cancellations

• How much notice is required?
• When can a cancellation fee apply?
• What happens when a group session is missed?
• Are catch-up sessions available?
• What happens when the provider cancels?
• Can the participant pause support when necessary?

Non-Face-to-Face Work

• Which activities may be charged?
• Is employer liaison included?
• Is session preparation included?
• How is non-face-to-face time recorded?
• Does the participant approve this work?
• Is there a limit on how much can be charged?

Overall Funding Use

• What is the total proposed SLES price?
• Is the price hourly, packaged or another arrangement?
• Which NDIS support item will be used?
• How much funding will be reserved?
• How long is the funding expected to last?
• What happens if funding is used faster than expected?
• Can unused funding be released if the participant changes providers?

Warning Signs When Comparing SLES Programs

Families should seek clarification when:

• the provider cannot explain the participant-to-coach ratio
• the quote lists only total attendance hours
• all participants follow the same timetable
• there is no individual employment plan
• workshops are not connected to career goals
• employer engagement is described vaguely
• work experience is discussed but not planned
• reporting focuses only on attendance
• transport charges are unclear
• non-face-to-face charges are open-ended
• cancellation terms are difficult to understand
• the provider wants to reserve most or all funding immediately
• the participant cannot reduce or change the service
• individual support is promised but not quantified
• the provider cannot explain how the program leads towards employment.

A service agreement should describe the supports, delivery method, costs, payment arrangements, travel, additional fees, cancellation policy and procedures for making changes. Participants may suggest changes before signing, and the NDIS advises meeting providers and negotiating what supports will be delivered and how much they will cost.

Questions to Ask a Provider About SLES Price and Outcomes

Before agreeing to a program, consider asking:

1. How did you decide which support model is suitable for this participant?
2. How much one-to-one coaching will they receive?
3. What is the maximum group size?
4. How many coaches will be present?
5. How will activities relate to the participant’s employment goal?
6. Which services are included in the quoted SLES price?
7. Which services may cost extra?
8. How do you charge for group participation?
9. How do you charge for employer engagement?
10. Can non-face-to-face work be charged?
11. What travel costs may apply?
12. What is your cancellation policy?
13. How often will the program be reviewed?
14. How will progress be measured?
15. What work-experience opportunities will be available?
16. How do you choose employers?
17. Is on-the-job coaching included?
18. What happens if the participant does not benefit from the group?
19. Can support shift from group to individual delivery?
20. How will you help the participant move towards paid employment?
21. How much funding do you expect to use each month?
22. What happens if the participant wants to change providers?

Clear answers allow families to compare actual service delivery rather than marketing language.

Why the Cheapest SLES Program Is Not Always the Best Value

A low quote may appear attractive, but it could offer limited individual attention, employer engagement or workplace support.

At the same time, the most expensive program is not automatically the best.

A high price may still provide poor value when:

• sessions are repetitive
• activities are not personalised
• coaches change frequently
• progress is not measured
• work experience does not occur
• employer engagement is limited
• the participant remains dependent on the provider
• funding is used without clear outcomes.

Value should be assessed through questions such as:

• Is the participant developing skills?
• Are barriers being addressed?
• Is independence increasing?
• Are suitable industries being explored?
• Is the provider contacting employers?
• Is practical work experience occurring?
• Is the young person moving closer to paid employment?

A strong SLES program uses funding deliberately. Every activity should have a reason.

How Next Gen Youth Employment Can Help

Next Gen Youth Employment specialises in supporting young people with disability as they move from school towards employment.

We understand that a participant may need different types of assistance at different stages.

Our support can include:

• personalised career exploration
• individual employment planning
• one-to-one youth coaching
• practical workshops
• confidence and communication development
• resume and interview preparation
• industry exploration
• employer connections
• work-experience preparation
• workplace opportunities
• ongoing mentoring.

Our approach is not based on keeping every participant in the same program for the same number of hours.

We work to understand:

• what the young person wants to achieve
• what they already do well
• what barriers affect employment
• which teaching methods suit them
• whether individual or group activities are most appropriate
• which employers and industries may offer a suitable pathway.

Next Gen Youth Employment can also help families understand what is included in a proposed program, how progress may be measured and what questions to ask before entering a service agreement.

Frequently Asked Questions About SLES Price and Delivery Models

Is there one standard SLES price?

The current NDIS pricing schedule lists School Leaver Employment Supports as a support item without a specified price. Families should ask the provider how its price has been calculated, which services are included and how the funding will be claimed.

Is one-to-one SLES always more expensive?

Individual support may use more funding per participant hour because the coach is working with one person. However, the total value depends on the quality, purpose and outcomes of the support.

A shorter individual session may sometimes achieve more than a longer but less relevant group activity.

Are group workshops a lower-quality form of support?

Not necessarily.

Well-designed group workshops can help participants develop teamwork, communication and confidence. Quality depends on group size, facilitation, relevance, staff ratios and access to individual assistance.

How many participants should be in a SLES group?

There is no single group size that will suit every participant.

Families should ask how many participants and staff will usually attend, how different support needs are managed and whether the young person can access individual help during the session.

Can a participant receive both group and individual support?

Yes. A blended program can combine individual planning and coaching with workshops, peer activities and workplace experience.

The mix should be based on the participant’s goals and needs.

What should be included in the SLES price?

Inclusions vary between providers.

Ask about assessments, coaching, workshops, employer engagement, work-placement support, transport, travel, reports, non-face-to-face activity and cancellation charges.

Should a provider explain how long the funding will last?

Yes. Families should ask for a clear estimate of expected monthly or annual expenditure and how the proposed schedule fits within the available budget.

Can SLES pricing be negotiated?

The NDIS states that participants and providers can negotiate an appropriate and reasonable price. Any pricing changes must be agreed to before they are made.

What should I do when the service agreement is unclear?

Ask the provider to explain or revise it before signing.

A family member, support coordinator or another trusted person can help review the agreement. The NDIS advises that participants may suggest changes and request information in a format or communication method they understand.

How can I tell whether the program is producing outcomes?

Look for measurable changes, such as:

• clearer employment goals
• improved communication
• completed training
• increased independence
• employer meetings
• workplace visits
• work experience
• job applications
• interview participation
• paid employment.

Attendance alone does not show whether a participant is moving closer to work.

Can Next Gen Youth Employment explain its support model before we sign?

Yes. Next Gen Youth Employment can discuss the young person’s goals, support needs and employment pathway before services begin. Our team can explain how personalised coaching, workshops, employer engagement and practical opportunities may form part of the program.

Compare More Than the SLES Price

Choosing a SLES provider is not simply a matter of finding the lowest quote or the program offering the greatest number of scheduled hours.

The delivery model affects:

• how often the participant can speak directly with a coach
• how closely activities match employment goals
• how workplace barriers are addressed
• how confidence is developed
• how employers are engaged
• how work experience is prepared
• how progress is reviewed
• how quickly the available budget is used.

One-to-one coaching can provide concentrated, personalised support. Group workshops can develop teamwork, communication and peer confidence. A blended model can bring these strengths together while creating space for real employer engagement and workplace experience.

The right choice depends on the young person.

At Next Gen Youth Employment, we can help participants and families explore a personalised SLES pathway built around individual strengths, employment goals and support needs. We focus on helping young people develop practical skills, gain meaningful experience and move towards sustainable work.

Contact Next Gen Youth Employment today for more information and assistance comparing SLES support options. Our friendly team can explain how our program works, what support may suit the participant and what to consider when reviewing the SLES price.

Call: (03) 9968 3021
Email: info@nextgenye.com.au
Address: 36A Fordson Road, Campbellfield, Victoria 3061

This article provides general information only. NDIS pricing, funding and claiming arrangements may change. Participants should check the latest NDIS pricing information and discuss their individual circumstances with their provider, plan manager, support coordinator or our NDIS contact.