The NDIS has updated its rules and pricing for 2026–27, taking effect from 1 July 2026. For school leavers and their families, this means new guidance on School Leaver Employment Supports (SLES) and related job-support funding. SLES remains a key capacity-building support for young people with disability leaving secondary school, but it now sits in a changed funding landscape. Recent legislation (the Securing NDIS for Future Generations reforms) and the latest Pricing Schedule mean families and providers must plan carefully. This article explains the current SLES system, how it fits in the employment journey, and what to watch for in budgets, service agreements and progress reporting. At NextGen Youth Employment, our SLES specialists help families navigate these changes and get the most from their NDIS plan.

What Is SLES and Who Is Eligible?

School Leaver Employment Supports (SLES) is an NDIS program that funds personalised vocational support for eligible students finishing school. It is designed only for participants in their final year of secondary school (typically up to about age 22) who have a realistic work-related goal in their NDIS plan. In other words, if a young person has an NDIS plan with a goal like “find a job” or “build job skills” and they’re in their last year of school, SLES is considered a “reasonable and necessary” support they can ask for. (If the participant isn’t yet in the NDIS, it’s wise to join the Scheme early so school-to-work supports are available.)

SLES provides capacity-building support – such as work-readiness training, on-the-job experience and confidence-building – to help the student transition into employment. It is not a stand-alone line item with a fixed hourly price. Instead, SLES funding comes from the plan’s “Finding and Keeping a Job” budget category. In practice, this means the SLES provider works within a lump-sum funding pool in the participant’s plan, which is negotiated at planning time. (Historically, SLES plans often ended up around $20–22K per year for up to two years, but the NDIS no longer guarantees standard amounts – each plan is tailored to the individual’s needs.)

Eligibility for SLES is therefore limited: the participant must be school-aged, have NDIS access, and aim to work. It cannot be used by older adults or purely recreational training. If a family isn’t sure whether SLES or another employment support is right, ask a support coordinator or provider. In some cases a young person might move between programs: for example, if they’re already ready for open employment, they might transition to mainstream supports such as the new Inclusive Employment Australia program (see below) instead of or after SLES.

Recent Changes: NDIS Employment Supports and Mainstream Options

Several big changes have altered the employment support landscape. As of 1 November 2025, the old Disability Employment Services (DES) program was replaced by a new mainstream scheme called Inclusive Employment Australia (IEA). IEA is a federally-funded specialist employment program intended for people with disability who are seeking open employment and do not need ongoing high-level support. In practice, it covers many of the same jobs that DES did (often through Australian Disability Enterprises and other supported-employment providers) but with updated rules.

For families of school leavers, the key point is that the NDIS expects coordination between SLES and mainstream supports. The NDIA advises that SLES providers may need to work alongside an IEA provider to avoid gaps or duplication. In other words, if a young person is getting SLES from an NDIS provider but also could benefit from mainstream job-search or on-the-job support, their providers should develop a joint plan. The government’s reports note that IEA “focuses on system improvements” and “emphasises the strengths of people with disability in the workplace”, complementing what NDIS-funded SLES does.

Who does what? Think of SLES as the “bridge” immediately after school, building basic work skills, resume-writing, confidence and trial experiences in a supported way. Once those goals are largely met, a participant might transition to mainstream support under an IEA provider. Or, if a participant leaves school ready for open work, they could skip most SLES and go straight to an IEA or NDIS “Finding and Keeping a Job” service. In any case, participants can usually receive both forms of assistance (SLES and mainstream DES/IEA) as long as they’re not funding the same exact activity twice. The important thing is coordination: check whether your NDIS employment plan should connect to an IEA or other mainstream job service as well as an NDIS SLES provider.

In summary, for 2026–27 the NDIA encourages a joined-up plan: NDIS-funded SLES will develop workplace skills, while mainstream services like IEA (and possibly ongoing support from a Disability Employment Service) can take the lead on open employment. This ensures that each provider plays to its strengths, and the participant gets the right help at each stage.

Personalised Support Plans and Workplace Experience

A core requirement of SLES (and all NDIS employment supports) is individualisation. Providers must assess each young person’s goals, abilities and challenges, and tailor the support plan accordingly. In practice, this means no two SLES programs look the same. The support might include a mix of one-to-one coaching, group training, worksite visits, interview practice, travel training and liaising with employers. The NDIA emphasizes that providers should “understand where a participant is on their employment journey” and design supports that move them forward step by step.

For example, workplace experience is a key ingredient. Providers should arrange real industry exposures – not just classroom lessons. This could be a “short work trial” at a local café, a visit to a warehouse to learn routines, or on-the-job training with an employer. The latest NDIA data shows why this matters: participants who spent over 90 hours in on-the-job experience were about 1.4 times more likely to achieve employment than those who spent less time in work trials. This statistic makes it clear: significant work experience boosts job outcomes. At NextGen Youth Employment, for instance, we embed regular work placements (in retail, hospitality or admin) into our SLES plans, because we know real practice is the bridge to paid work.

Employer engagement is also critical. Providers should actively work with local businesses to find suitable trial positions or even long-term jobs. This might involve negotiating “job carving” (tailoring a job to the person’s strengths) or educating employers about supports. Families should ask SLES providers how they will involve employers and what kind of on-the-job coaching is included. Good plans will include periodic progress checks with employers and continuous adjustment of goals.

The NDIS expects providers to set clear milestones and review them regularly. For example, a coach might set monthly goals (learn to use public transport, complete a basic hospitality course, etc.) and document progress. NDIA guidance says that when providers report on SLES outcomes, their progress notes should cover the participant’s work goal, what supports were delivered so far, skills still to be built and the plan for reaching the goal. Parents should keep copies of these progress reports and discuss them at plan reviews – they provide evidence of what’s working and what needs tweaking.

Funding SLES in Your NDIS Plan

All SLES supports are funded under the NDIS “Finding and Keeping a Job” budget. It’s important to confirm that your child’s NDIS plan actually includes this budget line for the coming year. At the planning meeting, you should remind the planner that SLES should be included as a lump-sum line item in the Capacity Building – Finding and Keeping a Job category (even if it’s budgeted as one total amount for the year). For example, NextGen often recommends providers submit a draft schedule of supports so the planner can see exactly what will be needed. (When the planner approves the plan, usually effective 1 July, that line should contain enough funding to cover the agreed SLES program.)

Be aware that the NDIA has stopped publishing a “standard” SLES budget. Instead, each plan’s SLES budget is negotiated based on the person’s goals. For context, many recent school-leaver plans allocated on the order of $20–22K per year to Finding & Keeping a Job supports. However, this amount is no longer a fixed entitlement – it depends on the individual’s situation. So, don’t assume a set dollar figure; focus instead on documenting why the supports and hours requested are necessary for your child to reach their goals.

If your child is already working part-time, remember that “finding a job” funding still covers retention and advancement, not just job search. Current NDIS guidance explicitly recognizes that participants may already have work but still need help to keep it, increase hours or switch jobs. In all cases, those supports also come out of the Finding and Keeping a Job budget.

Finally, keep track of your plan’s budget status. You (and your plan manager/support coordinator) can use the myNDIS portal or app to monitor how much of the Finding and Keeping a Job budget has been released and spent. This helps ensure you are getting the services you need and not losing funding to inactivity.

The 2026–27 Pricing Schedule and SLES Costs

On 1 July 2026, the NDIA released a new Pricing Schedule for 2026–27. This updated schedule incorporates the latest wage review (about +4.75% for disability support workers) and other cost changes. Providers can use the new schedule as a guide to set their fees, but any change to an existing service agreement must be negotiated with the participant. In other words, if you already have an SLES contract in place, your provider cannot unilaterally raise rates – they must explain the proposed price change and get your agreement first.

The key thing for families: SLES itself has no fixed hourly price in the Pricing Schedule. In the 2026–27 schedule, “School Leaver Employment Supports” is listed with the unit “Each”, not hours. This indicates that SLES providers set their own package price, rather than the NDIA declaring “$X per hour”. The actual cost of your SLES program will depend on what your provider quotes and how many hours are scheduled, all negotiated in your service agreement. To understand value, always look at the total funding for SLES (and related supports) in the plan versus the number of sessions or level of service promised.

That said, the Pricing Schedule does give guidance on related items. For example, it includes updated maximum rates for disability support workers and allied health providers, which indirectly affect how much coaching and therapy costs within a job plan. It also spells out rates for participant travel: providers can charge a travel component when taking you to appointments or workplaces, but only at the rates specified (and only if the travel is explicitly agreed in the service agreement).

In practice: ask your provider for their price list. Compare it against your plan’s budget. Ensure that any travel fees (per kilometre or hour, if charged) match the NDIS limits. Remember that any price increases after July 2026 must be transparent: the provider should tell you exactly which services will cost more and how that affects your plan balance. If something doesn’t add up, you can hold off on agreeing to higher rates until you’re sure the budget covers it.

Service Agreements, Fees and Travel Charges

Every SLES provider should prepare a Service Agreement before delivering supports. This written contract is essential. According to NDIS rules, a valid service agreement must describe exactly what supports will be provided, how and where they’ll be delivered, and what they will cost. It should spell out details like “weekly individual coaching – 4 hours per week” or “weekly worksite visit – 1 day per week”. The agreement should also list costs, including:

• The hourly rate or package price for each type of support (NDIA maximum rates should be noted as a reference).
• Provider travel charges (yes, if the support involves going out, the provider can charge travel time and distance – and this must be shown in the agreement).
• Any non face-to-face fees (for example, if the provider prepares reports or travels to a workplace on their own time, there may be an extra charge).
• Cancellation or no-show fees (these should be reasonable and known in advance).

If the draft service agreement uses vague language (“supports as required”) or doesn’t list these elements, ask the provider to clarify. A clear agreement will show: frequency, duration, location (centre, community or workplace), number of participants (1:1 or group), plus any costs for travel and report writing. For example, NextGen Youth Employment always outlines travel to community sites separately from coaching time, and we include an agreed mileage rate in every agreement.

One crucial point: You must sign and receive a copy of the service agreement before work starts. NDIA policy says the provider must have the agreement prepared once you choose them. Read it carefully to ensure it matches what you discussed. If changes are needed (e.g. add a weekly work experience session or change the location), do that now. This is your opportunity to catch any hidden fees or gaps. Once signed, the provider is bound to the agreed supports and costs.

Questions to Ask Your SLES Provider

Choosing a SLES provider (and finalising the plan) can feel overwhelming. To make sure you’ve covered the essentials, here are some key questions to discuss before signing on:

• “How will you personalise the program?” A good SLES provider will ask about your child’s interests, strengths and needs. They should explain how supports are tailored – for example, offering one-on-one coaching, not just classroom groups, if the student needs it. NextGen, for example, always starts by interviewing the young person and mapping out a skills plan based on their goals.

• “What kinds of workplaces or industries will we visit?” You want to see concrete work experience. Ask which local businesses or sectors the provider works with. Do they have relationships with employers who understand disability inclusion? Are visits hands-on? If the provider only offers generic office or classroom training, ask them to include real work trials. The NDIA expects at least some on-site experience, since the data shows this really helps outcomes.

• “What is the weekly schedule and total hours?” Confirm the proposed frequency (e.g. 4 hours per week individual support, 1 day of work placement, plus travel). Make sure the hours fit with school or other commitments. Request the provider’s proposed timetable. The service agreement should match this schedule.

• “How much is this going to cost, and is it within my plan?” Ask for a simple breakdown: “At $X per hour for individual coaching, $Y per travel hour, $Z per group session…” etc. Compare it to your plan budget. If your provider’s total quote exceeds your plan, ask what could be adjusted or if more funding can be requested. Remember that after 1 July 2026 any price changes have to be negotiated first.

• “How do you handle travel?” If your child needs transport training or if the program involves off-site activities, clarify the travel policy. A provider can charge travel, but it should be reasonable and agreed up front. (For example, some providers include 15 minutes travel time in the session fee, or a set per-kilometre rate.) Make sure the service agreement reflects exactly what travel costs will be charged.

• “How will progress be reported?” Ensure the provider will give you regular updates. The NDIA expects written progress summaries at plan reviews. Ask how often they will meet with you to check goals (e.g. monthly or quarterly). A provider who tracks goal milestones and shares reports will help you use your funding effectively. As noted above, progress reports should include the work goal, supports done, skills gained and next steps.

• “What happens if my child changes jobs or goals?” If partway through SLES your child finds a paid job or decides on a different career path, ask how the provider will adjust. Flexibility is key – the plan should shift from “finding” to “keeping” support as needed.

Taking the time to ask these questions pays off. It ensures your SLES program is truly right for your child and that the costs are clear. If any answers seem uncertain or too vague, press for details or consider a different provider. Remember: you have choice and control – you can switch providers if the one you picked isn’t meeting your expectations (though it’s best to plan carefully to minimize disruptions).

Monitoring Progress and Outcomes

Once the SLES program is underway, you’ll want to keep an eye on how things are progressing. Here are some practical steps:

• Use the NDIS portal: Regularly check the myNDIS participant portal or app to monitor your plan’s budgets. You can see how much funding has been released and how much is left in the Finding and Keeping a Job category. This helps you spot if supports are being delivered as expected or if services are falling behind schedule.

• Review provider invoices: Ask for itemised invoices that match the service agreement schedule. If the provider bills for a support that was never delivered (e.g. a missed session), question it. The portal will show remaining balances; if too much budget remains near the end of a quarter, ask why sessions were missed.

• Check the service agreement vs reality: Compare the agreed hours and activities (from the service agreement) with what actually happened. If there’s a gap (e.g. scheduled workplace visits didn’t occur), talk with the provider to resolve it. The NextGen utilisation checklist recommends tracking cancelled or irregular sessions and following up (e.g. “Why was that work trial postponed?”).

• Plan review preparation: Before the next NDIS planning meeting, collect all evidence of progress. This includes provider reports, the young person’s resume or certificates, and notes of any job applications made. A strong case showing what’s been achieved (or what’s still needed) can help secure continued funding. Remember, at a plan review the NDIA expects the provider to report on outcomes. You should ensure those reports are comprehensive (see Provider Reporting above) and align with the participant’s goals.

If you have concerns at any time (for example, if sessions aren’t helping or the provider isn’t communicating), raise them promptly. NextGen Youth Employment encourages regular communication: our youth coaches check in weekly with families to ensure things are on track. If an issue arises, we discuss it immediately and adjust the plan rather than wait until a review.

How NextGen Youth Employment Can Help

Navigating the NDIS, SLES rules and pricing can be complex – but you don’t have to go it alone. NextGen Youth Employment specialises in SLES for school leavers. We help families understand their plan, make sure service agreements are fair, and deliver personalised employment pathways. For example, we can:

• Explain SLES eligibility and funding: We’ll clarify what your plan covers and help you request the right supports at your planning meeting.
• Design a tailored SLES program: Our Youth Coaches assess each participant’s skills and interests to create a step-by-step plan (often including on-site work trials in jobs like retail, hospitality, admin or trade classes).
• Assist with pricing and budgets: We keep our fees transparent and work with your plan manager/support coordinator to fit within your allocated budget. We’ll also advise if your plan needs adjustment to meet your goals.
• Coordinate with mainstream supports: If an Inclusive Employment Australia service or other program could benefit your young person, we’ll help integrate those too – for a seamless transition to open employment.

If you have employment goals but aren’t sure what support will best achieve them, NextGen Youth Employment can discuss your options. We focus on turning aspirations into real outcomes. Contact NextGen Youth Employment to talk through your situation: we’re happy to review your NDIS plan, explain the SLES process, and help you prepare for your next plan meeting. With the latest 2026–27 guidelines in hand, you and your family can make informed choices and keep the focus on achieving meaningful work outcomes for your young person.