Navigating an NDIS plan’s employment funding can be confusing. In modern plans, School Leaver Employment Supports (SLES) is not a separate line with an hourly rate; instead, it sits under the “Finding and Keeping a Job” capacity-building budget. This guide explains how to interpret the funding lines in your plan: Employment Assistance, employment-related assessment/counselling, and Supports in Employment (sometimes called Support at Work). You will learn where to find these budgets, what the different terms mean, and how funding periods and price guides affect what supports you can buy. We include a comparison table, a timeline of recent changes, step-by-step tips on reading your plan, real-world examples and FAQs. Throughout, we emphasise that NextGen Youth Employment can help you understand and use these funds. For example, NextGen recommends always confirming that your plan includes a lump-sum line for Finding & Keeping a Job supports and using service agreements that align with NDIS price limits. By the end, you’ll feel confident talking with your planner, support coordinator or provider about your employment budget and maximising it for work-related goals.

Key Employment Supports in Your Plan

The NDIS categorises employment funding under Category 10: Finding and Keeping a Job. This includes various support types, not just the old SLES program. The main supports you’ll see in a plan are:

• School Leaver Employment Supports (SLES) – a program, not a fixed price item. It is only for eligible Year 12 school leavers with an employment goal. Importantly, SLES funding comes from the Finding and Keeping a Job budget.
• Employment Assistance – practical hands-on help to find, prepare for and keep a job.
• Employment-Related Assessment, Counselling & Advice – specialist assessments or psychological support to overcome barriers to work.
• Supports in Employment (Support at Work) – ongoing in-work support after a job is obtained (e.g. job coaching, travel training).
• Other related items – such as centre-based training, assistive technology for work, or “Supports in Workplace” items.

The table below summarises the first three:

Notes: SLES is funded via Finding & Keeping a Job lump sum (see “How to Find the Budget” below). Employment Assistance is used before or in early stages of job-seeking, and Supports in Employment is used after a job starts. The price caps listed are maximum NDIA allows a registered provider to charge; actual rates may be lower.

Step-by-Step: Reading Your Plan’s Employment Section

• Locate the “Finding and Keeping a Job” section. In modern NDIS plans, look under the Capacity Building section. You should see a budget category titled “Finding and Keeping a Job” or similar. (Plans issued before mid‑2024 might still list “Category 9: Finding & Keeping a Job” or use older labels, but the concept is the same.)
• Check if SLES is mentioned. If the participant is a school leaver (usually in their last school year or up to age 22), the plan may specifically mention School Leaver Employment Supports. However, SLES funding is not an hourly line. Instead, as NextGen notes, SLES 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, the plan will show one lump-sum amount for Finding & Keeping a Job (which covers SLES and related supports).
• Identify line items. Within the Finding & Keeping a Job budget, the plan may list line items or descriptions such as:

• “Employment Assistance”
• “Supports in Employment”
• “Centre-based Activities (Work Skills)”
• “Employment-related Assessment & Counselling”
• Or it may simply show one lump-sum.

These line item names refer to the support categories above. For example, if you see “Employment Assistance” or “Finding and Keeping a Job – SLES”, these indicate intended use of the funds. The important thing is the budget total.

• Check the budget amount and funding period. The plan should show an amount (e.g. $22,000) and the dates it covers (often one year from plan start). Confirm these dates. Employment funding is usually annual or tiered. Note when the budget resets (often 1 July each year for plan reviews).

• Understand flexibility. Capacity-building budgets like Finding & Keeping a Job are generally “flexible” – unused funds roll over within the plan year but not after it ends. So if a planned support is delayed (e.g. waiting for a provider), you can still use the funds later in the year.

• If you see no employment line. If your plan has zero in Finding & Keeping a Job (or the section is missing), that means no funding was allocated for employment supports this plan. In that case, raise this in your next plan review if the participant has an employment goal. If SLES was expected but not funded, contact your Local Area Coordinator (LAC) or NDIA planner.

• Relating plan terms to real services: Remember, whether your plan uses the term SLES or just “Finding & Keeping a Job”, the goal is the same. For example, if the plan title just says “Employment Assistance” but it’s a school leaver, that is effectively your SLES support (the NDIA is increasingly using “employment assistance” for the activity). Focus on the goal and supports, not the label.

Funding Periods and Budgets Explained

NDIS plans often split the Finding & Keeping a Job budget across two time periods (e.g. Jul–Dec and Jan–Jun). Each period has a specific amount. This can limit how much you can spend in each half-year. When reading your plan:

• Total Annual Funding: Add up the Finding & Keeping a Job allocations for the year.
• Period Limits: Check if each period’s budget is the same or if more funds were front-loaded or back-loaded. For example, you might see $11,000 for Jul–Dec and $11,000 for Jan–Jun. Those are separate envelopes.
• Impact on services: If you want to start a new support mid-year (say, Feb), ensure sufficient funds remain in that period or in the next. Sometimes providers will hold some services in reserve if the budget is split.

Keep in mind that Capacity Building budgets cannot generally be transferred between categories. For instance, you can’t use unused Capacity Building – Social & Community Participation funds to pay for Employment Assistance. The funds listed in your plan are specifically ring-fenced for those purposes.

How Price Guides and Service Agreements Work

The NDIS publishes price limits for each hourly service in the Price Guide. It’s helpful to know these, because providers will typically use them when preparing your service agreement:

• Employment Assistance (10_016_0102_5_3) has a national price limit of about $83.87/hr (2026–27). So a one-hour session of job coaching should be billed at or below this rate.
• Supports in Employment (e.g. 10_806_0133_5_1) has a national cap around $73.58/hr.
• Employment Assessment/Counselling (10_011_0128_5_3) is higher (around $156/hr), reflecting specialized therapy or counselling.
• Travel and admin: Some items like travel (10_799_0128_5_3_PT) or capital costs have separate (usually lower) rates.

Your service agreement should specify which NDIS item codes apply. For example, NextGen Youth Employment might write a schedule of supports listing “10_016 Employment Assistance – 1 hour/week at $80/hr” etc. If the provider quotes an hourly rate above the NDIS cap, ask them to clarify (they shouldn’t exceed the limit without agreement from NDIA).

SLES funding itself has no single item code or set rate. It’s simply a portion of the finding-and-keeping-a-job lump sum, which is negotiated. In practice, SLES budgets have historically been around $20–22K/year (per year per person), but there is no fixed entitlement. Your actual lump sum depends on the individual’s needs.

Knowing the price guide can help check if your budget is adequate. For instance, if your plan had $10,000 for Jul–Dec and you plan one hour/week of Employment Assistance at ~$84/hr.

Reading Your NDIS Plan: FAQ

• What if I don’t see “SLES” anywhere? Don’t worry. The NDIS may just list “Finding and Keeping a Job” or “Employment Assistance.” SLES goals are covered under those. Check for any Finding & Keeping a Job budget. If you have an employment goal but the plan only shows a general Finding & Keeping a Job lump-sum, that’s your SLES money.

• Can we use Finding & Keeping a Job funds for any employment service? Not exactly. You can only use them for “reasonable and necessary” supports related to work. That means approved items in this category. You cannot use them for things like course fees unrelated to job skills, general therapy (unless it’s employment counselling), or non-work-related training. If in doubt, ask your provider or planner if a support is “F&K a Job” eligible.

• Does having a budget mean we must spend it? No, you choose supports as long as they fit your goals. Unused Finding & Keeping a Job funds by the plan end simply roll over in that plan year (and then expire if not used by plan expiry). Always document how the support links to the employment goal in case of audits.

• My child’s support worker told me SLES ends when you get a job – is that true? Not necessarily. Once a person starts working, the focus shifts from job-seeking (Employment Assistance) to job-sustaining supports. These can still come from the Finding & Keeping a Job budget. The NDIA recognizes that employment is a journey, and supports may continue after a job starts. So even with part-time work, your child may still receive “Supports in Employment” to thrive on the job.

• What about funding periods? How do they affect spending? Funding periods limit how much you can spend in each half of the plan. For example, if Jul–Dec has $11K and Jan–Jun has $11K, you cannot spend the Jul–Dec money in July if it’s technically allocated to the second half-year (though NDIA budgeting usually aligns with calendar halves). Ask your plan manager how they allocate expenses across periods, or if they pool them in practice.

• What should I ask my plan manager/support coordinator? When reviewing the plan, ask: “Where is the Finding & Keeping a Job budget listed? Is it divided by item or lumped together?” “What are the service rates in our agreement vs. the NDIS price guide?” “If something is missing or unclear, how can we fix it?” It’s your right to ensure the supports line up with the plan’s funding.

• How does a service agreement use the budget? A service agreement typically converts the lump-sum budget into hours of support. E.g. a $22K annual budget could mean ~263 hours of Employment Assistance at $83.87/hr. The provider should ensure their service agreement doesn’t exceed the allocated total. If you add extra services later, you might need to revise the agreement or plan.

Real-World Examples

These scenarios illustrate how employment funding is used in practice:

• Example 1: Lucy – School Leaver Preparing for Work
  Lucy is 18 and finishing Year 12. Her NDIS plan has a 12-month Finding & Keeping a Job budget of $24,000 (Jul–Jun), earmarked for SLES. This is drawn as a lump sum. Lucy’s SLES program with NextGen includes: 6 months of career counselling and job-readiness workshops (Employment Assistance, ~10 hrs/week), plus 3 short work trials in retail and hospitality, and ongoing travel training. The SLES provider submits a schedule showing ~250 hours of support (mix of one-to-one and group), all under “Finding & Keeping a Job.” Lucy successfully transitions to a part-time job by March. In the remaining months, she uses Supports in Employment funding (from the same budget) for in-work coaching and resume-building for next steps.

• Example 2: Matt – Needs Additional Assessment
  Matt, 20, left school last year and has been volunteering. His plan’s Finding & Keeping a Job budget is $18,000 yearly, split equally. Early on, his team realises he needs help identifying suitable jobs. So they allocate 5 hours of Employment-Related Assessment & Counselling (Item 10_011) to have a psychologist run a vocational assessment and counselling ($156/hr). After that, the rest of his hours go to an Employment Assistant who helps with job applications. The support coordinator kept track so the expensive assessment hours didn’t drain Matt’s whole budget.

• Example 3: Aisha – Supporting an Ongoing Job
  Aisha, 22, recently finished her Certificate II and has secured a part-time admin job. Her plan has $12,000 in Finding & Keeping a Job funding. Since she’s now working, Aisha’s provider shifts focus to Supports in Employment: a support worker spends 2 hours/week on-site at her office for the first 3 months (ensuring she learns tasks and integrates with the team). This is billed under “Supports in Employment” (10_806) at ~$74/hr. Later, Aisha’s mother asks for interview skills practice, so some funds are also used for short sessions of Employment Assistance for her next career steps.

• Example 4: Oliver – Underestimating Hours
  Oliver, 17, is a school leaver with autism. His family planned for 2 hours/week of Employment Assistance, but as 6 months progress, they realise he benefits from 3 hours/week of one-on-one coaching. They approach the provider, who shows them the remaining budget. The support coordinator reallocates some funds from the second half of the year to cover the extra hour in the first half. If necessary, they save less on group activities later to compensate. This example shows why asking detailed questions and planning flexibly is important.

Checklist for Your Plan Review or Meetings

Before meeting your plan manager, support coordinator or provider, consider these questions:

• Does the plan include a Finding & Keeping a Job budget line? Confirm the exact wording (“Finding & Keeping a Job”, “Employment Assistance (SLES)”, etc.) and total amount.

• Is the funding split into periods? Check the dates and amounts for each period (Jul–Dec, Jan–Jun). Make sure this matches any proposed timeline of services.

• Are the support categories clear? If the plan lists “Employment Assistance”, “Supports in Employment” or “SLES”, note what they intend for each. If unclear, ask your coordinator to clarify which services fall under each heading.

• Do the budgets match the supports needed? Based on your goals, is the total Finding & Keeping a Job budget sufficient? For example, if you anticipate 150 hours of support at ~$80/hr, you’d need ~$12,000.

• Are SLES and mainstream supports coordinated? If your young person is also eligible for the new Inclusive Employment Australia (IEA) scheme or any general DES help, discuss with your team how those will work together (as NDIA expects coordination).

• Review the service agreement’s rates. Ensure they do not exceed NDIS caps. Ask the provider to explain any higher-cost items (like specialist counselling).

• Ask about progress reporting. Good SLES plans include regular progress reports (milestones achieved) to show the NDIS the supports are working. NextGen suggests families keep copies of these and discuss them at plan reviews.

• Plan for flexibility. Employment goals and needs can change. If halfway through the plan it’s clear more or different support is needed, discuss plan amendments early.

• Get help if needed. If any terms or allocations confuse you, reach out to NextGen Youth Employment for assistance. Their team can interpret plan language and help advocate for what your young person needs.

SLES vs Finding and Keeping a Job

It’s worth reiterating the difference:

• SLES (School Leaver Employment Supports) is the concept/program for school-to-work transition in the NDIS. It doesn’t have its own hourly code; rather, it uses the Finding and Keeping a Job category. Think of SLES as the age-based pathway, but the funding comes from general employment support budgets.

• Finding and Keeping a Job is the actual budget category in your plan. It applies to all working-age participants (including school leavers). If you see “Finding and Keeping a Job – SLES” or similar in your plan, it’s simply labelling how those funds will be used. The key is the support goal, not the label.

As NextGen explains, the NDIA reports on SLES by looking at how providers help school leavers reach work goals. But for practical use, focus on the supports and hours. If a school leaver in a plan has a lump-sum employment budget, that covers their SLES program. Once the person starts an actual job, any further support comes under the same Finding & Keeping a Job heading (often as “Supports in Employment”). The participant’s needs, not the name of the line item, should guide spending.

Important Dates (Timeline)

This timeline shows why some confusion exists: the NDIS changed employment support rules recently. The transitional SLES rules (from the Securing NDIS for Future Generations reforms) run out on 30 June 2027, so plans ending after that will be fully under the new system. If your young person will still be in school beyond mid-2026, you should discuss with your planner how supports will transition in the next plan.

Final Thoughts & Next Steps

Understanding your NDIS plan’s employment funding is crucial for getting the help your school leaver or young adult needs. In summary:

• Finding & Keeping a Job is the umbrella budget; SLES is the program under it for school leavers. Confirm that budget is included in the plan.
• Identify the specific supports (Employment Assistance, Supports in Employment, etc.) listed under that budget and how many hours or dollars are allocated.
• Use price guide info to ensure service agreements match the NDIA limits.
• Coordinate with providers. Ask them to map their supports (hours, activities) to the budget items so you can track spending.
• Stay proactive. Employment goals can evolve; keep an open line with your support coordinator or NextGen to adjust the plan if needed.

NextGen Youth Employment can help families interpret these parts of the plan and advise on maximising SLES and employment support funding. For more information or personal guidance on your situation, contact us. NextGen’s team specialises in NDIS employment, and we’re here to help you make the most of the support available.