Starting School Leaver Employment Supports can be an important step towards employment, independence and greater confidence. However, not every provider relationship works as expected.

A young person may have attended a SLES program for several months without gaining meaningful work experience. Their sessions may feel repetitive, their goals may not be reviewed, or the support may not reflect their interests, communication style or employment ambitions.

Families can sometimes feel reluctant to make a change. They may worry that changing providers will interrupt the participant’s routine, waste the progress already made or affect their remaining SLES funding. They may also be unsure whether they are allowed to leave, how much notice they need to provide or which records should follow the participant to the next provider.

Changing providers does not have to mean starting again.

With careful planning, a participant can preserve what they have learned, transfer important information and move into a more suitable form of SLES support with minimal disruption. Current NDIS guidance confirms that changing providers is normal, that participants have control over who they work with and that they can switch providers. The process generally involves checking the existing service agreement, finding another provider, addressing outstanding payments and updating the relevant provider relationship or service booking.

This guide explains how families can approach a provider change practically and confidently. It covers:

• Reasons a participant might consider changing providers
• Whether concerns could first be resolved with the existing provider
• How to review notice periods and cancellation terms
• What to ask about outstanding invoices and committed funding
• Which employment records and reports to request
• How to compare new NDIS SLES providers
• How to prevent gaps between services
• What to include in a replacement service agreement
• How NextGen Youth Employment can help participants continue moving towards meaningful employment

The purpose of changing providers should not simply be to leave an unsatisfactory service. It should be to move towards support that is more relevant, individualised and productive.

SLES Meaning: What Is SLES and How Does It Relate to Finding and Keeping a Job?

Before changing providers, it helps to understand the terminology used in employment plans and service agreements.

SLES meaning refers to School Leaver Employment Supports. SLES is employment-focused assistance for young people with disability who need additional support as they move from school towards work, training or further education.

People searching online may use terms such as:

• What is SLES?
• NDIS SLES
• SLES NDIS
• SLES program NDIS
• SLES funding NDIS

These phrases generally refer to disability-related employment support funded through an eligible participant’s NDIS plan.

A personalised SLES program may help a young person:

• Explore different industries and occupations
• Identify their interests, strengths and support needs
• Develop realistic employment goals
• Improve workplace communication
• Understand employer expectations
• Practise teamwork and problem-solving
• Learn workplace routines
• Build confidence through practical activities
• Prepare a resume and job applications
• Practise interviews
• Participate in work experience
• Connect with suitable employers
• Settle into a job
• Develop strategies for maintaining employment

The official NDIS employment guidance explains that employment assistance may include work experience, workplace communication, understanding employer expectations, managing barriers, connecting with employers, job customisation and career planning. It also states that providers delivering employment assistance should create a tailored support plan that records the participant’s goals, barriers, services, delivery arrangements and review schedule.

In an NDIS plan, employment assistance may appear under the broader Capacity Building category commonly described as Finding and Keeping a Job. This is why families may see phrases such as:

• Finding and Keeping a Job NDIS
• NDIS Finding and Keeping a Job
• NDIS Finding and Keeping a Job funding
• Employment assistance
• Capacity Building – Employment

SLES is commonly discussed as a school-leaver employment pathway, while Finding and Keeping a Job is a broader employment-funding category. The exact wording in a plan may vary, so families should look at the participant’s goals, available budget and funded support descriptions rather than relying only on the word “SLES”.

NextGen Youth Employment specialises in helping young people develop practical workplace skills, gain experience and work towards employment through individualised support. Our approach begins with the participant’s interests and goals rather than placing every school leaver into the same standard sequence of activities.

Can You Change SLES Providers During an NDIS Plan?

In general, participants can change providers during their plan.

Official NDIS guidance states that changing providers is normal and that participants can choose who they work with. However, the participant should still follow the conditions of their current service agreement, including any agreed notice period.

Changing providers is usually about exercising choice over how funded supports are delivered. It does not automatically mean that the participant must apply again for the NDIS or establish their original SLES eligibility from the beginning.

However, families should confirm:

• That employment funding remains available
• The dates of the participant’s current plan
• How the funding is managed
• Whether outstanding provider invoices are expected
• Whether a service booking or provider relationship must be ended
• Whether the new provider can deliver the required support within the available budget

The participant’s plan manager, support coordinator or my NDIS contact may be able to assist with these questions.

A provider change also does not guarantee that the amount of funding will change. SLES funding eligibility and the level of support included in an NDIS plan are determined through the NDIS planning process. A new provider delivers supports from the available plan budget; the provider does not independently approve additional funding.

At NextGen Youth Employment, we can discuss the services we may be able to deliver within the participant’s current employment goals and funding arrangements. We do not promise that a plan change or additional funding will be approved, but we can help families identify the information they may need before speaking with their NDIS contact or support coordinator.

Common Reasons Families Consider Changing SLES Providers

Changing providers is a significant decision, especially for a young person who needs consistency and time to build trust. One disappointing session is not always a reason to leave. However, repeated problems may indicate that the current service is no longer appropriate.

1. The Support Is Not Personalised

A good employment program should respond to the participant’s:

• Interests
• Strengths
• Disability-related needs
• Preferred communication style
• Learning pace
• Sensory needs
• Confidence level
• Career goals
• Previous experience
• Transport circumstances
• Local employment opportunities

Concerns may arise when every participant completes the same activities, regardless of their goals.

For example, a young person interested in warehouse work may spend months completing generic worksheets without visiting a workplace, learning practical safety routines or exploring logistics roles. Another participant who wants to work in hospitality may receive resume assistance but no opportunity to practise customer service, food-handling routines or communication in a realistic environment.

The issue is not that worksheets or group sessions are always unsuitable. The issue is whether each activity has a clear connection to the participant’s employment goal.

2. Sessions Are Repetitive Without Clear Progress

Some employment skills require repetition. Interview practice, public transport training and workplace communication may need to be revisited several times.

However, repetition should still show progression.

A participant might move from:

1. Discussing interview questions
2. Writing possible responses
3. Practising with their coach
4. Completing a mock interview with an unfamiliar staff member
5. Attending an employer interview
6. Reviewing feedback and making improvements

If the participant repeatedly completes the same introductory task without progressing towards real-world application, families are entitled to ask how the activity contributes to an employment outcome.

3. There Is Little or No Work Experience

Realistic work exposure can help a participant understand what different jobs involve, identify suitable environments and build evidence of their abilities.

Work experience does not need to result immediately in a paid job to be valuable. It may help the participant learn:

• Whether they enjoy a particular industry
• Which duties they can complete independently
• What instructions work best
• How long they can sustain a task
• Which environmental factors affect them
• What workplace adjustments may be helpful
• Which skills need further development

Official employment-provider reporting has identified employer engagement, job skills, work experience, communication and social skills as important areas associated with employment progress.

If a provider repeatedly promises work experience but does not arrange it, families should ask for a specific plan, expected timeframe and explanation of any barriers.

4. The Participant’s Goals Are Being Ignored

Employment goals can evolve as a young person gains experience.

A participant may initially express an interest in retail but later discover that they prefer stock handling to customer-facing duties. Another young person may begin with a broad goal of “getting any job” and later identify administration, hospitality, trades or logistics as a suitable direction.

A responsive provider should review these discoveries and adjust the support plan.

Warning signs may include:

• The participant cannot explain what employment goal they are working towards
• The provider continues pursuing a role the participant no longer wants
• Family or provider preferences regularly override the participant’s voice
• Goals are copied from the NDIS plan but are not translated into practical steps
• Sessions do not change after new strengths or barriers are identified
• Progress reviews are repeatedly delayed or remain vague

5. Communication With the Family Is Poor

The right level of family involvement differs between participants.

Some young adults want their parents or carers closely involved. Others want greater privacy and independence. Providers should respect the participant’s consent, decision-making rights and communication preferences.

Where family involvement has been agreed, communication problems may include:

• Messages not being returned
• Sessions being cancelled without adequate explanation
• No updates about progress
• Unclear invoices
• Changes to schedules without consultation
• No warning that funding is being used faster than expected
• Families not being informed about important work-experience arrangements
• Concerns being dismissed rather than addressed

A provider should be able to explain what has been delivered, what has changed and what will happen next.

6. The Provider Does Not Have Suitable Employer Connections

A provider may be supportive and well-intentioned but lack connections in the participant’s preferred industry or location.

For example, a participant may want to explore:

• Warehousing and logistics
• Retail
• Hospitality
• Administration
• Customer service
• Manufacturing
• Trades
• Apprenticeships or traineeships

The provider should not promise a job. No ethical SLES providers can guarantee that an employer will offer a participant paid work.

However, a provider should be able to explain how it:

• Approaches employers
• Identifies suitable work environments
• Prepares participants for employer contact
• Arranges practical work exposure
• Supports workplace communication
• Helps employers understand reasonable adjustments
• Reviews unsuccessful placements
• Builds towards paid employment

NextGen Youth Employment focuses on practical employment preparation and connections with workplaces across different industries. Our aim is to turn broad goals into structured, manageable steps towards real employment opportunities.

7. Support Is Not Building Independence

Employment support should not create unnecessary dependence on a provider.

Initially, a coach may provide substantial assistance with planning, communication, travel or workplace tasks. Over time, the approach should aim to strengthen the participant’s ability to do more independently where appropriate.

This could include moving from:

• A coach writing applications to the participant drafting their own
• Fully prompted travel to supported independent travel
• The coach speaking to employers to the participant introducing themselves
• Constant task prompts to visual checklists or natural workplace cues
• Family-led decisions to participant-led choices

Progress will not be linear, and some participants may continue to need significant assistance. The important question is whether the support is intentionally developing capability.

8. The Service Is Using Funding Without Demonstrating Value

Families sometimes become concerned when a large portion of NDIS SLES funding has been used but the participant cannot identify any new skills, experiences, employer contacts or progress towards work.

The cost of support should be considered alongside:

• Direct coaching received
• Preparation completed outside sessions
• Employer engagement
• Workplace visits
• Travel
• reporting
• Work-experience coordination
• Training resources
• Outcomes achieved

A low hourly cost does not necessarily represent good value if the support is generic or poorly coordinated. Likewise, more intensive support may be appropriate when it is clearly connected to the participant’s needs.

The key is transparency.

Should You Raise the Problem Before Changing Providers?

Where it is safe and appropriate, families may first discuss their concerns with the current provider.

Official NDIS guidance recommends talking to the provider about concerns and asking for changes. A support coordinator, my NDIS contact or trusted person can assist with that conversation. If the participant does not feel safe or comfortable raising the issue, the NDIS Quality and Safeguards Commission may also be contacted.

Before the meeting, write down:

• What is not working
• Specific examples
• What the participant wants to change
• What outcome would demonstrate improvement
• When the issue should be reviewed

Instead of saying, “The program is not personalised”, try:

“The participant’s goal is to explore logistics work, but the last eight sessions have focused on general worksheets. We would like a written plan showing how the next six weeks will include practical task preparation, workplace exposure and contact with suitable employers.”

Possible requests might include:

• A different employment coach
• More one-to-one assistance
• A revised employment plan
• Greater participant choice
• A clear work-experience timeline
• More regular progress meetings
• Better communication with the family
• Different session times or locations
• Greater focus on the participant’s preferred industry

Set a reasonable review date. If the provider responds constructively and follows through, changing may not be necessary.

If problems continue, the participant feels uncomfortable or trust has broken down, moving to another provider may be the better option.

How to Change SLES Providers Without Losing Progress

Step 1: Create a Snapshot of the Participant’s Current Position

Before giving notice, document where the participant is now.

This becomes the starting point for the new provider and reduces the risk of repeating months of introductory assessment.

Record:

Employment goals

What type of work does the participant want to explore?

Be as specific as possible. Instead of “retail”, the participant may prefer:

• Shelf filling
• Stock organisation
• Online order packing
• Checkout work
• Customer assistance
• Visual merchandising

Skills already developed

Examples may include:

• Preparing a resume
• Responding to interview questions
• Following a workplace timetable
• Using public transport
• Completing safety procedures
• Asking for clarification
• Working in a team
• Managing a uniform
• Arriving on time
• Completing a multi-step task

Work experience completed

Record:

• Employer or host organisation
• Industry
• Dates and hours
• Duties
• Support provided
• Skills demonstrated
• Difficulties encountered
• Employer feedback
• Whether the participant wants to return to similar work

Current barriers

These might involve:

• Anxiety in unfamiliar environments
• Difficulty processing verbal instructions
• Transport limitations
• Fatigue
• Sensory sensitivities
• Limited confidence
• Communication differences
• Difficulty initiating tasks
• Limited understanding of workplace expectations
• Need for visual instructions
• Challenges adapting to changes in routine

Effective support strategies

Document what has worked, such as:

• Visual task lists
• Demonstration before independent practice
• Short instructions
• Written schedules
• Advance notice of changes
• Quiet break spaces
• Gradual introductions
• Rehearsing a route before travelling independently
• Regular feedback at the end of a shift
• Consistent coaching staff

This snapshot should describe both support needs and strengths. The new provider should understand what the participant can do, not only where they experience difficulty.

Step 2: Review the Current Service Agreement

The service agreement is one of the most important documents in the transition.

According to NDIS guidance, a service agreement should explain the supports being delivered, their cost, how payment works, cancellation arrangements, responsibilities, complaint processes, review arrangements and how the agreement can be ended.

Look for the following sections.

Notice period

The agreement should state how many days’ notice must be given.

Do not assume the notice period is the same for every provider. Check the exact wording, including:

• Whether notice must be in writing
• Where it must be sent
• When the notice period begins
• Whether scheduled services continue during the notice period
• Whether the agreement can end immediately in particular circumstances

Cancellation fees

A notice period for ending the entire agreement is different from a short-notice cancellation policy for individual sessions.

Ask the provider to explain:

• Whether any final cancellation charges apply
• Which sessions have already been scheduled
• Which charges are permitted under the agreement
• Which NDIS support item would be used
• Whether sessions can still be delivered during the notice period
• Whether the participant can agree to a different transition arrangement

Official NDIS information states that participants may face a fee if they do not provide the notice agreed in their service agreement, subject to the applicable NDIS pricing conditions.

Duration and automatic extensions

Check whether the agreement:

• Ends on a particular date
• Continues until cancelled
• Renews automatically
• Is linked to the participant’s plan dates
• Requires a new agreement when the plan changes

Consent and information sharing

Review what the participant has consented to share and with whom. Once the relationship ends, the participant may wish to update consent arrangements.

Dispute and complaint process

The agreement should explain who to contact if the participant disagrees with an invoice, cancellation charge or service decision.

Keep a copy of the agreement and all written correspondence.

Step 3: Clarify Outstanding Invoices and Remaining Funding

One of the biggest transition risks is assuming more funding remains than is actually available.

Before committing to a new provider, request a clear funding reconciliation.

Ask the current provider:

1. What services have already been delivered but not yet invoiced?
2. Which invoices have been submitted?
3. Are any invoices pending with the plan manager or NDIA?
4. Are future sessions already scheduled?
5. Are cancellation or notice-period charges expected?
6. Is any amount connected to a service booking or provider relationship?
7. When will the final invoice be issued?
8. Will the provider supply an itemised statement?

Ask the plan manager, where applicable:

• Which invoices have been paid
• Which claims are pending
• How much remains in the relevant employment budget
• Whether any duplicate or disputed invoices need attention
• Whether enough funding remains for the proposed new service schedule

The official provider guidance states that employment-support claims must comply with NDIS requirements and can only be made after a service has been delivered.

Participants should also tell their plan manager or support coordinator that they are changing providers. Depending on the portal and plan arrangements, the old service booking or provider relationship may need to be ended and a new relationship established.

Understanding SLES Price and the Current Pricing Schedule

Families often search for a fixed SLES price or an NDIS Finding and Keeping a Job price guide.

The amount charged depends on the support item, service arrangement and applicable pricing rules. The current official reference is the NDIS pricing schedule, which sets out support items and recommended maximum prices. Participants and providers can discuss appropriate prices, and participants must agree before pricing changes are made.

Before signing with a replacement provider, ask:

• What hourly or program-based charges will apply?
• Is the quoted rate within current NDIS arrangements?
• Is provider travel charged?
• Is non-face-to-face work charged?
• Are reports charged separately?
• How are work-experience visits invoiced?
• Are group and individual sessions priced differently?
• What happens if the participant cancels?
• How will the provider monitor the budget?
• How frequently will statements be supplied?

Do not compare providers only by price. Compare what the participant will actually receive for the funding used.

Step 4: Request a Transition Information Pack

The participant should not have to rely on memory when explaining their entire employment journey to a new provider.

Ask the existing provider for copies of relevant documents, where available and appropriate, including:

• Initial assessment
• Vocational assessment
• Strengths and interests assessment
• Employment support plan
• Career development plan
• Session summaries
• Progress reviews
• Work-experience records
• Employer feedback
• Resume and cover letters
• Certificates or completed training records
• Interview-preparation materials
• Travel-training plans
• Workplace support strategies
• Risk assessments relevant to employment activities
• Records of adjustments that have worked
• Current action plan
• Recommendations for future support
• A final progress or transition report

Official NDIS guidance says an employment-provider report for plan reassessment should include the participant’s work goal, supports delivered, progress, skills still to be developed and the plan for reaching the goal.

Even when the participant is not approaching a plan reassessment, these elements provide a useful structure for a transition report.

Ask for Evidence, Not Only General Statements

A report that says “the participant engaged well and worked on employability skills” provides limited practical information.

A stronger report might say:

“The participant completed four warehouse work-experience shifts. They independently followed a visual picking list for up to 45 minutes, required one verbal prompt to transition between tasks and responded well to demonstrations. Further development is recommended in asking supervisors for clarification and maintaining pace during unfamiliar tasks.”

Detailed information helps the next provider continue from the participant’s current level.

Check the Participant’s Consent

The participant should be involved in deciding:

• Which records are transferred
• Who receives them
• Whether the family may access them
• Whether the previous provider may speak directly with the new provider
• Which sensitive details are relevant to employment support

Where possible, send documents securely and keep a copy.

Step 5: Compare New NDIS SLES Providers Carefully

Searching SLES providers near me may produce many options, but distance should not be the only deciding factor.

A suitable provider should be able to explain how its service will respond to the participant’s particular goals.

Official NDIS guidance recommends using the provider finder, researching providers, checking reviews, seeking advice and meeting potential providers before beginning. It also notes that a my NDIS contact or support coordinator can help participants connect with employment providers.

When comparing NDIS SLES providers, consider the following areas.

Employment specialisation

Ask whether employment support is a central service or one small part of a broad disability-support organisation.

A specialised provider should understand:

• The transition from school to employment
• Youth engagement
• Work-readiness development
• Employer expectations
• Work-experience coordination
• Workplace adjustments
• Job customisation
• Employment progress reporting
• The difference between training activity and genuine employment preparation

Personalisation

Ask the provider to explain what it would do differently based on the participant’s:

• Career interests
• Learning style
• Previous progress
• Communication needs
• Work experience
• Local area
• Confidence
• Barriers
• Preferred schedule

Avoid accepting “everything is individualised” as a complete answer. Ask for an example of what individualisation looks like in practice.

Employer engagement

Strong Finding and Keeping a Job providers should have a clear method for building employer relationships.

Questions might include:

• Which industries do you currently work with?
• How do you find work-experience opportunities?
• How do you determine whether a workplace is suitable?
• How do you prepare employers?
• Will a coach attend the workplace?
• How do you collect employer feedback?
• What happens when a placement is not successful?
• Do you help customise duties around the participant’s strengths?
• How do you move from work experience towards paid employment?

Coaching model

Find out:

• Whether the participant will have a dedicated coach
• How often coaches change
• Whether sessions are individual or group-based
• Where sessions occur
• How missed staff shifts are handled
• Whether the coach attends work experience
• How the provider matches participants and coaches
• How progress is recorded

Progress measurement

Ask the provider to show how goals become measurable actions.

For example:

Broad goal: Improve workplace communication.

Measurable steps:

• Greet the supervisor at the beginning of each shift
• Ask for clarification using a prepared phrase
• Report when a task is complete
• Participate in one team discussion
• Respond to corrective feedback
• Identify when a break is needed

The provider should be able to show what success looks like and how progress will be reviewed.

Participant voice

Pay attention to who the provider speaks to during the initial meeting.

Does the provider direct questions to the participant, allow enough processing time and adapt communication where needed? Or does it speak almost entirely to the parent, carer or support coordinator?

Family input can be valuable, but the participant’s employment journey should remain centred on their preferences, goals and choices.

Step 6: Build a Transition Plan With the New Provider

Finding a new provider before ending the old arrangement can reduce gaps in support. This approach is specifically encouraged in current NDIS guidance.

The transition plan should identify:

• The final date with the current provider
• The new provider’s proposed start date
• The current notice period
• Documents still to be received
• Any pending invoices
• Remaining plan funding
• Immediate commitments, such as interviews or work experience
• Who will communicate with existing employers
• Whether the participant needs an introductory visit
• How the new coach will be introduced
• What the first four to six weeks will cover

Protect Existing Employer Relationships

If the participant is already attending work experience or has begun paid employment, clarify:

• Whether the host employer is willing to continue
• Who owns the relationship with the employer
• Who will provide support during the transition
• Whether the employer consents to contact from the new provider
• What support strategies the employer needs
• Whether there are upcoming shifts, reviews or decisions
• How the change will be explained without undermining the participant’s confidence

The participant should not lose a valuable workplace opportunity simply because their provider changes.

Avoid Repeating Assessments Unnecessarily

A new provider needs enough information to understand the participant, but it should also respect previous work.

Some reassessment may be appropriate when:

• Existing information is outdated
• The participant’s circumstances have changed
• Records are incomplete
• The new service uses a different assessment method
• The participant wants to revisit their goals

However, repeating every introductory activity without using existing evidence may waste time and funding.

At NextGen Youth Employment, our first step is to understand what has already happened, what the participant has learned and where they want to go next. The transition should acknowledge previous progress while establishing a clear new direction.

Step 7: Give Written Notice and Complete the Provider Change

Once a suitable replacement has been identified, follow the termination process in the existing agreement.

Written notice should generally include:

• Participant’s name
• Date of notice
• Reference to the service agreement
• Intended final service date
• Request for confirmation
• Request for a final statement
• Request for outstanding reports or records
• Instructions about future communication

Keep the message factual. The participant does not have to provide a lengthy argument about why they are leaving, although constructive feedback may help the provider improve.

Confirm:

• The final date
• Any services continuing during the notice period
• The expected final invoice date
• Whether a service booking will be ended
• Whether a my provider relationship must be removed
• Who will update the portal
• Whether the plan manager and support coordinator have been informed

Current NDIS guidance says participants should check with the provider about ending the relevant service booking or provider relationship and can seek help from their my NDIS contact.

Questions to Ask Before Signing a Replacement Service Agreement

A new provider means a new service agreement should be created. The agreement should be understandable, reflect the participant’s needs and clearly explain how it may be changed or ended.

Before signing, ask the following questions.

About the Service

1. What specific supports will be delivered?
2. Which employment goals will the service address?
3. How often will sessions occur?
4. Where will support be delivered?
5. How much support will be one-to-one?
6. Are group sessions optional or compulsory?
7. Who will be the participant’s main coach?
8. How will activities be adapted to the participant?
9. How soon will practical work exposure begin?
10. What happens if the participant’s goals change?

About Employment Outcomes

11. How do you identify suitable industries?
12. How do you approach employers?
13. What work-experience opportunities may be explored?
14. How do you prepare participants for placements?
15. Do coaches provide on-site assistance?
16. How is employer feedback recorded?
17. How will you support the move towards paid work?
18. How will you help the participant keep a job after placement?

About Reporting

19. How often will progress be reviewed?
20. Will the participant receive written reports?
21. What measures will be used?
22. How will the family be involved, with the participant’s consent?
23. Will reports identify barriers and recommended next steps?
24. Are reports included in the agreed price?

About Funding and Charges

25. What rates will be charged?
26. Is provider travel charged?
27. Is non-face-to-face time charged?
28. Are there separate administration or resource costs?
29. What is the cancellation policy?
30. How will you prevent the budget from being used too quickly?
31. How often will we receive statements?
32. What happens if the plan changes?
33. Can the service schedule be adjusted if funding is lower than expected?

About Ending the Agreement

34. What notice period applies?
35. Must notice be in writing?
36. Are any fees charged during the notice period?
37. How will final invoices be managed?
38. What records will be supplied when the relationship ends?
39. How will you support a future transition to another provider?
40. Is there an automatic renewal clause?

Do not feel pressured to sign during the first meeting. Take the agreement away, read it carefully and ask for changes where necessary.

Reducing Gaps Between SLES Providers

A service gap may be manageable when it is planned, but an unexpected interruption can affect routine, confidence and employment opportunities.

Ways to reduce disruption include:

• Begin researching providers before giving notice
• Confirm the new provider has actual capacity
• Obtain a proposed start date in writing
• Complete funding checks early
• Request reports before the old agreement ends
• Schedule an introductory meeting with the new coach
• Maintain current work-experience arrangements where possible
• Create a written transition calendar
• Identify who will handle urgent employer communication
• Keep resumes, certificates and employment documents in one folder
• Give the participant a clear explanation of what is changing
• Use visual schedules or social stories where helpful
• Avoid promising an exact outcome the new provider has not confirmed

The participant should be told:

• Why the change is happening
• What will stay the same
• What will be different
• Who the new people are
• When the new service begins
• What they can do if they feel worried

Whenever possible, involve the participant in visiting the new service, meeting their coach and deciding their first goals.

What Should the First 90 Days With a New Provider Look Like?

A provider change is only worthwhile if the new service responds to the issues that led to the move.

During the first 90 days, families should expect to see a clear sequence of activity.

First 30 Days: Understand and Reconnect

The provider should:

• Review existing records
• Listen to the participant
• Confirm goals
• Identify previous progress
• Clarify barriers
• Agree on support strategies
• Create or update the employment plan
• Establish a regular schedule
• Explain how progress will be reported

Days 31–60: Build and Apply Skills

Activities should begin moving beyond assessment into practical development.

This may include:

• Workplace communication practice
• Travel training
• Industry research
• Employer visits
• Task simulations
• Resume updates
• Interview preparation
• Training connected to the employment goal
• Work-experience planning

Days 61–90: Create Real Employment Momentum

Depending on the participant’s starting point, progress may involve:

• Contact with employers
• Workplace tours
• Work experience
• Applications
• Interviews
• Job trials
• Traineeship or apprenticeship exploration
• On-the-job coaching
• A documented progress review

Not every participant will be ready for a placement within 90 days. Progress should be individual. However, the provider should be able to demonstrate what has been achieved, what barriers remain and what will happen next.

Special Situations When Changing Providers

The Participant’s Plan Is Ending Soon

If a reassessment or new plan is approaching, gather reports before changing providers.

The current provider’s report may provide evidence about:

• Supports delivered
• Employment progress
• Skills still required
• Barriers
• Recommended next steps
• Expected support duration

The new provider may also need to explain its proposed service approach. Speak with the participant’s my NDIS contact or support coordinator about which information may be useful.

The Participant Is Already Working

A provider change should be planned carefully when employment has already begun.

Ask the new provider how it will support:

• Workplace routines
• Communication with supervisors
• Adjustments
• Problem-solving
• Fatigue or anxiety
• Changes in duties
• Performance feedback
• Maintaining attendance
• Increasing independence

The priority may be keeping the current job rather than beginning a completely new job-search process.

The Current Provider Is Not Responding

Keep records of contact attempts.

Notify the plan manager and support coordinator where applicable. Ask the my NDIS contact what portal or provider-relationship steps are required. If there are concerns about safety, quality, rights or provider conduct, contact the NDIS Quality and Safeguards Commission.

Records Are Incomplete

Do not delay the transition indefinitely.

Create your own summary using:

• Emails
• Calendars
• Invoices
• Certificates
• Resume versions
• Photos of completed activities
• Employer messages
• Participant reflections
• Family observations

The new provider can use this information to establish a practical baseline.

Why Families Choose NextGen Youth Employment for Personalised SLES Support

NextGen Youth Employment focuses on helping young people with disability move towards meaningful, sustainable work.

SLES is not simply an additional service within our organisation. Employment preparation for young people is our central focus.

Our approach is designed around the individual participant.

Individual Career Direction

We take time to understand:

• What the participant enjoys
• What they are good at
• Which environments suit them
• What support they need
• Which industries they want to explore
• What a realistic next step looks like

Dedicated Coaching

Participants receive guidance from Youth Coaches who can break employment goals into manageable actions and help the young person build confidence progressively.

Practical Skill Development

We help participants build skills that can be used in real workplaces, including:

• Communication
• Teamwork
• Time management
• Following instructions
• Asking for help
• Interview preparation
• Workplace behaviour
• Travel readiness
• Problem-solving
• Job-search skills

Work Experience and Employer Connections

NextGen Youth Employment works to connect participants with practical opportunities across areas such as retail, hospitality, logistics, administration, customer service, manufacturing and trades.

The right pathway depends on the individual. We do not believe every participant should be directed towards the same type of work.

Support That Builds on Previous Progress

Families changing providers do not need their young person’s previous work to be ignored.

We can review existing goals, reports, assessments and workplace information to understand:

• What has already been completed
• Which strategies have been effective
• What the participant wants to change
• Where progress has slowed
• What should happen next

From there, we can develop a tailored pathway designed to create renewed employment momentum.

Frequently Asked Questions About Changing SLES Providers

Can I change SLES providers before my NDIS plan ends?

Generally, yes. NDIS guidance states that participants can change providers, but they should check their service agreement for the required notice period and any applicable fees.

Will changing providers affect my SLES eligibility?

Changing providers does not generally mean reapplying for NDIS access or proving SLES eligibility from the beginning. However, you should confirm that suitable employment funding remains available in the current plan.

A future plan reassessment may consider the participant’s progress, goals and ongoing support needs.

Does the new provider decide my SLES funding eligibility?

No. SLES funding eligibility and NDIS plan funding decisions are made through the NDIS planning process. A provider can explain its services and may supply relevant information, but it cannot guarantee funding approval.

Will I lose unused SLES funding when I leave a provider?

Unused plan funding does not automatically belong to the current provider. However, outstanding invoices, agreed services, cancellation conditions and provider relationships must be clarified before the remaining budget is committed elsewhere.

Ask for an itemised statement and confirm the available balance with the plan manager or relevant NDIS contact.

Can two SLES providers work with the participant during the transition?

This may be possible if the participant’s plan, funding, service agreements and support arrangements allow it. However, the roles must be clear to avoid duplication, conflicting advice or unexpected budget use.

Ask each provider to document:

• Which supports they will deliver
• The dates involved
• The cost
• How information will be shared
• Who is responsible for employer contact

What should I do about outstanding invoices?

Ask the old provider for:

• Services delivered but not invoiced
• Pending claims
• Expected cancellation charges
• The final invoice date
• An itemised final statement

Do not assume the portal balance already reflects every service delivered.

What information should move to the new provider?

Useful information includes:

• Employment goals
• Assessments
• Progress reports
• Work-experience history
• Employer feedback
• Resume and applications
• Certificates
• Effective support strategies
• Current barriers
• Workplace adjustments
• Future recommendations

Transfer information with the participant’s consent.

How do I compare Finding and Keeping a Job providers?

Compare their employment specialisation, personalisation, employer engagement, coaching model, reporting, pricing, capacity and experience supporting goals similar to the participant’s.

Do not choose solely on location or promises of rapid job placement.

Are SLES and Finding and Keeping a Job the same?

They are related but not always used as identical terms.

SLES describes employment support associated with the transition from school towards work. Finding and Keeping a Job is the broader NDIS employment-funding category under which different employment supports may be included.

Check the participant’s actual plan wording and goals.

Where can I find the NDIS Finding and Keeping a Job price guide?

People searching for an NDIS Finding and Keeping a Job price guide should refer to the current NDIS pricing schedule and related pricing information. The schedule effective from 1 July 2026 lists NDIS support items and recommended maximum prices.

Can a support coordinator help me find another provider?

Yes. Official guidance notes that a support coordinator or my NDIS contact can help participants connect with employment-support providers. Participants can also use the NDIS provider finder and meet providers before beginning services.

What should I search when looking for a provider?

Common searches include:

• SLES providers near me
• NDIS SLES providers
• Finding and Keeping a Job providers
• Personalised SLES support
• School leaver employment provider
• NDIS employment support for young adults

Use search results as a starting point, then speak directly with providers and compare their actual service models.

Can NextGen Youth Employment help me change providers?

Yes. NextGen Youth Employment can discuss the participant’s current goals, previous support and remaining employment pathway.

We can help families understand what information to collect, explain our personalised support model and identify how a transition may be structured. We cannot guarantee NDIS funding or a particular employment outcome, but we can help the participant take practical next steps.

A Provider Change Should Protect Progress, Not Erase It

Changing a provider can feel uncomfortable, particularly when a participant has already invested time, effort and trust in a service.

However, remaining in an unsuitable program may also carry a cost. Funding can continue to be used, confidence can decline and valuable time for employment preparation may be lost.

A well-managed transition should preserve:

• Skills already developed
• Work-experience achievements
• Employer relationships
• Effective support strategies
• Employment documents
• Participant preferences
• Evidence of progress
• Lessons from previous difficulties

It should then turn that information into a stronger plan for the future.

The goal is not to find a provider that simply offers more activities. It is to find one that can explain how its support will help the participant move towards a meaningful employment outcome.

Ready to Discuss a Change in SLES Providers?

If your current SLES support feels generic, unproductive or disconnected from the participant’s employment goals, NextGen Youth Employment is here to help you explore your options.

Our team can discuss:

• The participant’s current employment goals
• Previous training and work experience
• Existing strengths and barriers
• Records that may be useful to transfer
• The support available through our personalised program
• Practical steps for reducing gaps between providers
• Questions to consider before entering a new service agreement

Contact NextGen Youth Employment today to arrange a conversation about the participant’s employment journey.

A change of provider does not have to mean going back to the beginning. With the right information, planning and personalised guidance, it can become the next step towards confidence, capability and meaningful work.