NDIS SLES Guidelines for Progress Reports and Plan Reassessments: What

NDIS SLES Guidelines for Progress Reports and Plan Reassessments: What Families Should Expect

When a young person begins School Leaver Employment Supports, the focus is usually on what comes next: building workplace skills, exploring career options, gaining practical experience and moving towards meaningful employment.

As an NDIS plan reassessment approaches, families often face a different set of questions.

What progress has actually been made? What evidence should the provider prepare? How should employment goals be documented? Should the report mention unsuccessful work trials or ongoing barriers? What happens when the young person has developed valuable skills but has not yet secured a paid job?

Understanding the NDIS SLES guidelines around progress reporting can help participants, families, carers and support coordinators prepare for these conversations with greater confidence.

A useful SLES progress report should do more than list the sessions a participant attended. It should explain what supports were delivered, why they were delivered, what changed as a result and what the participant needs next.

The NDIS advises that an employment support provider’s information for a plan reassessment should include the participant’s work goal, the supports delivered, progress to date, the skills that still need to be developed and the plan for reaching the employment goal, including an expected timeframe.

That information can help the participant and the NDIA understand whether employment assistance is contributing to measurable progress and whether further supports may be needed.

At Next Gen Youth Employment, we recognise that employment progress does not look the same for every young person. One participant may move into a paid role during their current plan. Another may complete their first work trial, learn to travel independently or develop the confidence to speak with an employer. A third may discover that their original career preference is unsuitable and begin working towards a more realistic pathway.

All of these developments can be relevant when they are clearly connected to the participant’s goals.

This practical guide explains what families should expect from an individual SLES progress report, how that report may assist with an NDIS plan reassessment and how to recognise reporting that is too vague to be genuinely useful.

What Do the NDIS SLES Guidelines Say About Provider Reporting?

There is not one universal report template that every family will necessarily receive in exactly the same format.

Providers may use different headings, assessment tools and internal reporting systems. However, the essential information should still provide a clear and evidence-based account of the participant’s employment journey.

Official NDIS guidance says an employment provider’s report for a plan reassessment should cover four central areas:

The work goal the participant is aiming for.
The NDIS supports delivered and the participant’s progress so far.
The skills the participant still needs to build.
The plan for reaching the goal, including how long it may take.

The NDIS also requires providers delivering employment assistance to submit quarterly information to the NDIA. That data includes the participant’s employment status and goal at the beginning of the service, supports provided, progress towards employment milestones, whether support will continue and the participant’s final outcome when the service ends. Employment details are also reported once a participant is employed.

These two forms of reporting are related, but they are not necessarily the same document.

The Provider’s Quarterly NDIA Report

The quarterly report is submitted by the employment provider to the NDIA. It supports broader monitoring of employment assistance, provider performance, funding outcomes and participant milestones.

The NDIA uses this information to produce employment provider reports and identify the types of progress associated with improved employment outcomes. Current reporting guidance highlights employer engagement, job customisation, job-skill development, work experience, and improved communication and social skills as important employment milestones.

A family may not automatically receive a copy of the provider’s full quarterly data submission.

The Participant’s Individual Progress Report

The individual progress report is prepared specifically around one participant’s supports, goals, achievements, barriers and recommended next steps.

This is the report families and support coordinators are most likely to request when:

an NDIS plan reassessment is approaching
employment funding needs to be reviewed
a participant’s needs have changed
progress appears unclear
new employment goals are being proposed
the participant may require a different type or intensity of support.

The individual report should tell the participant’s story in enough detail that another person can understand where they started, what has happened and why the recommended next steps are reasonable.

Why SLES Progress Reports Matter

Progress reports are not simply administrative paperwork.

A well-prepared report can help several people make better decisions.

For the participant, it can make progress more visible. Young people do not always recognise how much they have developed until specific changes are discussed.

For families and carers, the report can explain what the provider has delivered and whether support is producing meaningful outcomes.

For support coordinators, it can provide evidence to help assess service effectiveness, coordinate other supports and prepare for discussions about the participant’s next plan.

For the NDIA, it can provide information about the participant’s progress towards employment goals and the supports they may need in the future.

The NDIS plan reassessment process considers information and evidence showing how services are helping a participant work towards their goals. Reports can also make recommendations about supports and services that may be needed in the future.

The strength of a report is therefore not determined by how positive it sounds. It is determined by how clearly it connects:

Goal → support delivered → observable progress → remaining need → recommended next step

At Next Gen Youth Employment, we believe families should be able to understand that connection without needing to interpret pages of vague or technical language.

When Should Families Ask for a SLES Progress Report?

Families should not wait until the day before an NDIS meeting to request a report.

Current NDIS guidance says a participant’s my NDIS contact will generally organise a check-in around two to three months before the plan’s reassessment date. During that check-in, the participant may be asked about their progress, goals, use of NDIS supports, changing circumstances and whether current supports still meet their disability-related needs.

As a practical approach, participants and families may wish to contact their employment provider around 10 to 12 weeks before the reassessment date.

This gives the provider time to:

review session records
speak with the participant
obtain feedback from relevant coaches
summarise workplace experiences
collect employer feedback where appropriate
assess progress against employment goals
identify remaining barriers
discuss proposed recommendations
prepare and revise the written report.

The participant should ideally have time to read the report before it is submitted or discussed with the NDIA.

Early preparation is particularly important when:

the participant wants to change their employment goal
further employment assistance may be required
support intensity needs to increase or decrease
the participant has experienced a major change
there were interruptions to service delivery
progress has been slower than originally expected
the provider is recommending a new form of support
several providers need to contribute evidence.

The NDIS also states that participants do not have to wait until their scheduled reassessment date to request a plan change. A participant can contact their my NDIS contact when circumstances or support needs change.

What a Strong SLES Progress Report Should Include

A detailed report does not need to be unnecessarily long. It does, however, need to be specific.

The following sections provide a practical framework for participants, families and support coordinators reviewing a report against the NDIS SLES guidelines.

1. Participant Information and Reporting Period

The report should begin by making its scope clear.

This section may include:

the participant’s name
relevant NDIS details
the provider’s name
the reporting period
the date support commenced
the type of employment assistance delivered
the frequency of support
the name and role of the person preparing the report
the participant’s current employment or education status.

The purpose is not merely identification. It helps establish how much support was delivered over what period.

For example, a report should make it possible to distinguish between a participant who received weekly support for 12 months and someone who began services eight weeks before the report was prepared.

The duration and frequency of support provide important context when interpreting progress.

2. The Participant’s Employment Goal

The employment goal should be clearly stated near the beginning of the report.

A useful goal might be:

To develop the skills, confidence and workplace experience needed to obtain sustainable part-time employment in warehousing or logistics.

A weaker statement might be:

To improve employment skills.

The second statement is not necessarily wrong, but it does not provide enough direction. It does not identify the type of work being explored, the intended outcome or what improvement would mean in practice.

Where the participant does not yet know which occupation they want, the report can describe an exploration goal:

To identify two suitable career pathways by exploring the participant’s strengths, support needs and preferences across retail, administration and logistics environments.

This is still measurable. The provider can report on which industries were explored, what the participant learnt and whether a preferred direction was identified.

At Next Gen Youth Employment, we help young people break broad ambitions into smaller, practical goals. Our tailored SLES program begins with the participant’s strengths, interests and career aspirations, rather than placing every participant on the same pathway.

Employment Goals May Change

A change in direction is not automatically evidence that a program failed.

Industry exploration may reveal that:

a preferred role is too physically demanding
the work environment creates significant sensory difficulties
the participant enjoys a different type of task
the required travel is not currently sustainable
another role makes better use of the participant’s strengths
the participant needs additional training before pursuing the original goal.

A strong report should explain why the goal changed and what was learnt through the process.

For example:

The participant initially expressed an interest in front-of-house hospitality. Following two workplace observations and a supported café trial, they identified that sustained customer interaction increased anxiety and reduced task performance. The participant demonstrated greater confidence and accuracy during stock preparation and back-of-house duties. The employment pathway has therefore been adjusted towards food preparation, stores and inventory-based roles.

This provides useful evidence. It demonstrates exploration, participant feedback, observed performance and a reasoned change in direction.

3. The Participant’s Starting Point

Progress cannot be measured properly without a baseline.

The report should describe what the participant could do, what support they required and what barriers were present at the beginning of the reporting period.

A baseline may cover:

previous work experience
communication with unfamiliar people
ability to follow instructions
travel independence
time management
confidence in workplace settings
understanding of workplace expectations
resume and interview readiness
task persistence
emotional regulation
ability to request assistance
knowledge of suitable industries
capacity to manage a work routine.

The baseline does not need to describe the participant negatively. It should provide an honest reference point.

For example:

At the beginning of the reporting period, the participant had no formal work experience and required frequent prompting to introduce themselves, ask for clarification and remain engaged with unfamiliar tasks. They were able to follow one-step verbal instructions but became overwhelmed when several instructions were provided together.

This makes later progress measurable.

A report that only says the participant “lacked confidence” provides less useful information because it does not explain how that lack of confidence affected employment preparation.

4. Supports Delivered

The report should describe what the provider actually did.

This section may include:

individual youth coaching
career discovery and vocational exploration
workplace communication training
travel training
resume development
interview preparation
employer research
workplace visits
task-based training
work experience
paid work trials
job application assistance
traineeship or apprenticeship preparation
employer liaison
on-the-job coaching
post-placement support.

A list alone may not be enough.

The report should also explain how these activities related to the participant’s employment goal.

Compare these examples:

Vague description:

The participant attended resume sessions, interview training and workplace activities.

Stronger description:

The participant completed four individual resume and interview sessions in preparation for entry-level administration roles. Coaching focused on describing transferable skills, responding to common behavioural questions and requesting additional processing time during interviews. The participant progressed from requiring written responses for every question to answering four out of six mock interview questions using brief prompts.

The second version explains the amount of support, its purpose, the skill being developed and the progress observed.

Next Gen Youth Employment’s service model includes pairing young people with youth coaches, assessing interests and goals, arranging relevant training, connecting participants with work trials and employment opportunities, and providing ongoing mentoring.

5. Measurable Progress Towards Employment

This is one of the most important sections of the report.

Progress should be described through observable changes, not broad statements such as:

“The participant is doing well.”
“Confidence has improved.”
“They enjoyed the program.”
“They are more work-ready.”
“Communication is better.”

These statements may be true, but they need evidence.

A measurable progress statement could explain that the participant:

now arrives independently and on time for four out of five sessions
can follow a four-step visual task list with one prompt
completed three mock interviews
prepared a targeted resume for two industries
independently contacted an employer by email
increased placement attendance from two hours to four hours
completed six supported work experience shifts
asked a supervisor for clarification on three occasions
used a planned strategy to manage sensory overload
learnt a public transport route to a prospective workplace
applied for five suitable vacancies
progressed from constant coaching to occasional check-ins.

Not every development can be expressed as a percentage. Qualitative evidence can also be useful when it is specific.

For example:

During the first workplace visit, the participant remained beside their youth coach and did not speak directly with the supervisor. At the third visit, the participant independently introduced themselves, asked two questions about the role and thanked the supervisor before leaving.

This is a clear description of increased confidence and communication.

Progress Should Be Connected to the Goal

Learning to write a resume is useful, but the report should explain why that mattered.

Did the resume enable the participant to apply for a traineeship? Did the young person learn to explain a period without employment? Were their strengths translated into language relevant to logistics, retail or administration?

Each reported activity should contribute to the larger employment pathway.

6. Skills Developed

The report should identify the skills the participant has developed and describe the level of independence achieved.

Relevant areas may include:

Communication Skills

greeting colleagues
asking for help
explaining support needs
listening to instructions
speaking with customers
participating in team discussions
responding appropriately to feedback.

Workplace Behaviour

punctuality
attendance
professional presentation
following workplace rules
managing breaks
maintaining appropriate boundaries
understanding supervisor and colleague roles.

Task Skills

completing tasks in sequence
maintaining accuracy
using equipment
organising materials
following safety procedures
managing changes in routine
identifying and correcting errors.

Job-Seeking Skills

researching employers
reading job advertisements
preparing applications
writing a resume
answering interview questions
contacting employers
following up after an application.

Independence Skills

planning travel
preparing clothing and equipment
managing a timetable
remembering appointments
communicating schedule changes
using coping strategies
advocating for reasonable adjustments.

Next Gen Youth Employment supports young people to develop communication, confidence, resume preparation, interview skills and other practical abilities needed to secure and maintain employment.

Report the Level of Support Required

Saying that a participant completed a task is only part of the picture.

The report should explain whether they completed it:

independently
after a demonstration
with visual instructions
with occasional verbal prompts
with frequent prompting
with direct physical assistance
with support from a coach or supervisor.

This information can demonstrate capacity building over time.

For example:

The participant initially required the youth coach to repeat each step of the stock-sorting task. By the end of the placement, they independently followed a six-step visual checklist and requested assistance only when an item did not match the listed category.

That statement shows both the skill developed and the reduction in support required.

7. Work Experience and Work Trials Completed

Practical workplace exposure is a significant part of many SLES pathways.

Official NDIA employment reporting has consistently found that participants are more likely to obtain paid work when they make progress in areas that include work experience, job-skill development, communication and employer engagement.

The progress report should therefore describe workplace experiences in meaningful detail.

It may include:

the type of business
the industry
the role or tasks completed
the number and duration of shifts
the level of support provided
attendance and punctuality
skills demonstrated
challenges encountered
employer or supervisor feedback
adjustments trialled
whether the experience was suitable
what the next step will be.

A Work Trial Does Not Have to Result in a Job to Be Valuable

An unsuccessful or incomplete placement can still provide important evidence.

For example, the participant may have discovered that:

the workplace was too noisy
long shifts affected concentration
written instructions improved task completion
early morning travel was not manageable
the participant performed better in a smaller team
a non-customer-facing role was more suitable
additional safety training was required
the participant needed more preparation before returning.

The report should not hide these outcomes.

Instead, it should explain what was learnt and how the support plan changed.

A strong statement might say:

The participant completed two three-hour shifts in a busy retail environment. They performed stock presentation tasks accurately but experienced difficulty maintaining concentration during periods of high customer traffic. Following discussion with the participant and employer, future exploration will focus on replenishment, stores and inventory roles completed during quieter trading periods.

This shows active learning and personalised planning.

8. Employer Engagement

A strong SLES report should explain how the provider has connected the participant with the labour market.

Employer engagement may involve:

contacting businesses about work experience
arranging workplace visits
introducing the participant to supervisors
discussing suitable duties
negotiating job customisation
identifying workplace adjustments
preparing an employer to support the participant
seeking feedback after a work trial
identifying apprenticeships or traineeships
matching the participant with a suitable vacancy
supporting onboarding and retention.

The NDIA’s quarterly employment reporting specifically tracks employer engagement and job customisation because these activities can increase the likelihood of paid employment.

A report should therefore go beyond saying that the provider “looked for opportunities”.

It should explain:

which industries were approached
what types of opportunities were explored
whether employers responded
what barriers affected placement development
what actions will be taken next.

Next Gen Youth Employment works with employers across areas such as retail, hospitality, trades, logistics, administration, customer service, apprenticeships and traineeships. Its model combines individual coaching with training, work trials, employer connections and ongoing support.

9. Barriers That Remain

A credible report should not pretend that every barrier has been resolved.

The NDIA needs an accurate picture of the participant’s current abilities and ongoing disability-related support needs.

Remaining barriers may include:

anxiety in unfamiliar workplaces
difficulty processing complex verbal instructions
limited travel independence
challenges maintaining concentration
fatigue
sensory sensitivities
difficulty adapting to unexpected changes
limited understanding of workplace boundaries
difficulty communicating with supervisors
reduced confidence after rejection
challenges managing several tasks at once
limited ability to identify suitable vacancies
ongoing need for employer education or job customisation.

The report should also explain what has already been tried.

For example:

The participant continues to experience difficulty processing multi-step verbal instructions. Verbal repetition alone produced limited improvement. A visual task sequence was introduced during the work trial and increased independent task completion. Future workplace support should continue using written or visual instructions while gradually building the participant’s ability to manage more complex sequences.

This is more informative than simply stating that the participant has “difficulty following directions”.

Barriers Should Be Connected to Support Strategies

A report should not read like a list of deficits.

For each significant barrier, it should ideally explain:

How the barrier affects employment.
What strategy has been trialled.
Whether the strategy worked.
What further support may be required.

At Next Gen Youth Employment, we focus on practical ways to reduce barriers while helping participants recognise and use their strengths. The purpose of reporting is not to define a young person by what they find difficult. It is to show what assistance can help them move forward.

10. Changes in Circumstances or Support Needs

The participant’s situation may change during the plan period.

Changes may include:

leaving school
beginning vocational training
moving home
losing informal transport support
developing new health or disability-related needs
commencing a job
increasing work hours
experiencing workplace difficulties
changing career goals
requiring more intensive assistance
becoming more independent and needing less direct support.

The NDIS check-in process considers whether the participant’s circumstances have changed and whether current supports still reflect their disability-related needs.

A provider report should explain any change that is relevant to employment assistance.

For instance:

At the beginning of the plan period, the participant’s parent provided transport to all sessions and work experience. The parent’s work commitments have since changed, and this informal support is no longer consistently available. The participant currently requires structured travel training to learn the bus route to the proposed employment precinct.

This gives useful context for a recommended change in support.

11. The Participant’s Voice

The report should reflect the participant’s views, not only the provider’s observations.

This may include:

the types of work the participant prefers
which activities they found useful
environments they enjoyed or disliked
how confident they feel
what goals they want to pursue
what support they believe helps
whether they agree with the provider’s recommendations
what concerns they have about the next stage.

The participant may communicate these views verbally, in writing, through supported decision-making, with visual choices or with assistance from a trusted person.

The report could include statements such as:

The participant reported that they enjoyed practical inventory tasks and would like to explore warehouse roles. They do not currently want to pursue customer service positions.

Or:

The participant said they feel ready to attend a workplace without their coach remaining beside them for the entire shift, provided the supervisor has been briefed and the coach is available by telephone.

Including the participant’s voice demonstrates choice and control and helps prevent recommendations from being made solely for provider convenience.

12. Recommended Next Steps

The recommendations section should be specific, practical and connected to the evidence provided earlier in the report.

A vague recommendation might say:

The participant would benefit from continued SLES.

A stronger recommendation might say:

It is recommended that the participant continue receiving individual employment capacity-building support to develop travel independence, workplace communication and task-management skills. Support should include weekly individual coaching, employer engagement, one supported logistics placement and graduated on-the-job assistance. Progress should be reviewed after 12 weeks against the participant’s ability to travel to the site, follow a visual task sequence and communicate directly with the workplace supervisor.

This explains:

what support is recommended
why it is needed
how it will be delivered
what outcomes are expected
when progress should be reviewed.

Under the NDIS SLES guidelines, the provider should also explain the expected pathway and how long it may take to reach the work goal.

Timeframes should be realistic rather than guaranteed.

Employment outcomes can be affected by:

the participant’s starting point
available vacancies
local employer demand
the need for training
workplace suitability
changing circumstances
the participant’s health or support needs.

A provider should not promise that a participant will secure a job by a particular date when the outcome depends on factors outside the provider’s control.

However, the provider should still establish milestones and review dates.

What Measurable Employment Goals Can Look Like

Families are sometimes told that goals must be measurable without being shown what that means.

The following examples demonstrate how broad objectives can be translated into observable employment milestones.

Broad Goal: Improve Workplace Communication

Possible measures:

introduce themselves to a supervisor without a coach speaking for them
ask for clarification when an instruction is unclear
provide a brief update after completing a task
use an agreed sentence to request a workplace adjustment
participate in a five-minute team discussion
respond to constructive feedback using a practised strategy.

Broad Goal: Build Confidence

Possible measures:

attend an employer meeting
complete a workplace tour
participate in a mock interview
complete the first work experience shift
remain in an unfamiliar workplace for an agreed period
speak directly with an employer
apply for a suitable vacancy.

Broad Goal: Become More Independent

Possible measures:

prepare clothing and equipment the night before a shift
travel to the provider independently
use a visual schedule without prompting
notify the provider of an absence
manage break times
complete a task before asking for confirmation
travel to a work trial using an agreed route.

Broad Goal: Become Job-Ready

Possible measures:

identify two suitable industries
complete a targeted resume
prepare responses to six common interview questions
obtain a relevant certificate or licence
complete a work experience placement
receive satisfactory employer feedback
submit a set number of appropriate applications
demonstrate a stable workplace routine.

The goal is not to turn every human experience into a number. It is to provide enough evidence that progress can be understood.

Examples of Strong and Vague Reporting

Reporting area	Vague wording	Stronger wording
Confidence	“Confidence has improved.”	“The participant progressed from declining employer introductions to independently introducing themselves during two workplace visits.”
Communication	“Communication skills are better.”	“The participant now asks for clarification using a prepared sentence and did so independently on three occasions during their placement.”
Work experience	“The participant completed work experience.”	“The participant completed six four-hour shifts in a warehouse, undertaking stock sorting, labelling and order preparation.”
Attendance	“Attendance was good.”	“The participant attended 18 of 20 scheduled sessions and notified the provider in advance on both occasions they were absent.”
Employer engagement	“Employers were contacted.”	“The provider approached eight logistics and retail employers, arranged two workplace visits and secured one supported trial.”
Barriers	“The participant still needs support.”	“The participant continues to require visual instructions and one verbal prompt when moving between unfamiliar tasks.”
Recommendations	“More SLES is recommended.”	“A further six months of weekly individual coaching and graduated workplace support is recommended to develop travel independence and task-management skills.”
Outcome	“The program was successful.”	“The participant identified logistics as their preferred pathway, completed a supported placement and progressed to an interview for a casual stores role.”

A report does not need to use these exact words. The principle is that the stronger version describes what happened and how it relates to employment.

How Families Can Recognise a Vague SLES Report

A report may require further clarification when it:

focuses mainly on attendance
lists activities without explaining outcomes
repeatedly uses words such as “improved” without evidence
does not state the participant’s employment goal
contains no baseline
does not mention workplace experience
provides no employer feedback
overlooks barriers that remain
recommends continued funding without explaining why
does not include the participant’s views
uses identical wording that could apply to any participant
does not provide a timeframe or next steps
fails to explain why progress was limited
describes only what the provider did, not what changed for the participant.

Generic wording may be especially concerning when the report appears to be copied from a standard template without meaningful individual detail.

Templates can help providers organise information. The problem arises when the content does not reflect the person.

At Next Gen Youth Employment, we believe reporting should show the participant’s individual journey. A young person preparing for a hospitality role should not receive the same progress narrative as someone pursuing administration, logistics or a trade.

Questions Families Can Ask When Progress Is Unclear

Families have the right to ask respectful, direct questions about employment support.

Useful questions include:

Questions About Goals

What employment goal is the participant currently working towards?
How was that goal chosen?
Does the participant still agree with it?
Has the goal changed during the plan period?
What evidence supports the current career direction?

Questions About Supports

What support has been delivered?
How often was it delivered?
Which activities were completed individually?
Which activities were group based?
How did each activity relate to the employment goal?
Were any planned supports not delivered?

Questions About Progress

What can the participant now do that they could not do at the beginning?
What level of prompting was required before?
What level of prompting is required now?
How has progress been measured?
Are there examples from real workplace settings?
What feedback has the participant provided?

Questions About Work Experience

Which workplaces or industries were explored?
How many shifts were completed?
What tasks did the participant perform?
What did the employer say?
What adjustments were trialled?
Was the placement suitable?
What was learnt from the experience?

Questions About Employer Engagement

How many relevant employers were contacted?
What types of opportunities were discussed?
Were workplace visits arranged?
Has a work trial, traineeship or job opportunity been identified?
What is preventing further employer engagement?

Questions About Remaining Needs

Which employment barriers remain?
How do those barriers affect the participant?
What strategies have been trialled?
Which strategies worked?
What further support is recommended?
What could happen if the recommended support is not provided?

Questions About Next Steps

What are the next three employment milestones?
How will they be measured?
What is the expected timeframe?
When will progress be reviewed?
Is the current support model still appropriate?
Should the intensity or type of assistance change?

A capable provider should be willing to explain their reasoning and correct factual errors in a draft report.

What Should Happen When Progress Has Been Limited?

Not every participant will achieve every planned milestone.

Limited progress does not automatically mean the participant did not try or that the provider delivered poor support.

There may have been:

illness or hospitalisation
interruptions to schooling
changes in accommodation
transport difficulties
family circumstances
significant anxiety
unsuitable placements
employer cancellations
labour-market limitations
changes in disability-related support needs
delays accessing training or assessments.

A useful report should explain what happened rather than avoiding the issue.

It should cover:

What outcome was originally expected.
What barriers affected progress.
What support was delivered.
What strategies were trialled.
Why those strategies were insufficient.
What was learnt.
What should change next.

For example:

A work placement was not completed during the reporting period. Two proposed employers withdrew due to operational changes, and the participant experienced increased anxiety following the cancellation of the first opportunity. The provider continued task-based preparation and introduced gradual workplace visits. The participant has now attended two short visits without leaving early. A smaller workplace with predictable duties is being pursued for the next placement.

This is more useful than either blaming the participant or pretending the placement was never planned.

Limited Progress May Require a Change in Approach

When the same support has been delivered for an extended period without meaningful movement, the report should explain whether the approach needs to change.

Possible adjustments may include:

more individual coaching
less classroom-based delivery
different communication tools
shorter workplace exposure
a new industry
travel training
employer education
closer collaboration with allied health professionals
updated vocational assessment
a different coach
more gradual reduction of support.

Next Gen Youth Employment can help families consider whether the young person’s current activities are genuinely connected to employment outcomes and whether a different pathway may be more suitable.

How Support Coordinators Can Use a SLES Progress Report

Support coordinators can play an important role in gathering information and helping a participant prepare for an NDIS discussion.

The NDIS explains that reports help the NDIA understand how a participant’s plan is progressing and how providers are supporting the participant to meet their goals.

A support coordinator reviewing a SLES report may consider:

whether the employment goal is current and participant-led
whether the support delivered matches the service agreement
whether spending aligns with the level of activity reported
whether progress is described with evidence
whether workplace exposure has occurred
whether the provider has engaged relevant employers
whether other providers need to contribute information
whether remaining barriers are disability related
whether recommendations are specific
whether the participant agrees with the recommendations
whether additional mainstream or community supports should be considered.

The support coordinator may also compare the report with:

the participant’s NDIS goals
the service agreement
invoices or funding utilisation
feedback from the participant and family
school transition information
allied health reports
workplace feedback
training results
previous provider reports.

A good SLES report should make this process easier by presenting a coherent picture rather than isolated statements.

A Practical Plan Reassessment Preparation Timeline

Three Months Before the Reassessment Date

Confirm the approximate reassessment date.
Review the participant’s current employment goals.
Ask the provider when the progress report will be ready.
Identify other reports or assessments that may be relevant.
Discuss whether the participant’s circumstances have changed.
Begin collecting workplace and training evidence.

The NDIS generally contacts participants for a check-in two to three months before the plan reassessment date.

Eight Weeks Before

Request a draft or detailed progress discussion.
Confirm completed work experience and employer engagement.
Review current funding use.
Ask the participant what they want in the next plan period.
Identify any factual gaps or missing evidence.
Request input from relevant professionals.

Four to Six Weeks Before

Review the provider’s written report.
Check that goals, supports, outcomes and barriers are specific.
Confirm recommendations and timeframes.
Ask for corrections where necessary.
Prepare examples the participant or family wants to discuss.
Submit evidence using the method advised by the NDIS.

Official guidance allows participants to provide evidence through the NDIS service hub, by post or through their my NDIS contact or local office.

Before the Check-In or Meeting

Prepare a brief summary covering:

the participant’s employment goal
their most important achievements
what has not worked
which barriers remain
what has changed
what support is needed next
why that support is connected to disability and employment goals.

After the Reassessment

Keep copies of:

submitted reports
supporting evidence
meeting notes
the new or varied plan
explanations of decisions
updated service agreements.

After reviewing the evidence, the NDIA may vary the plan, create a new plan or decide not to change the existing plan.

What the NDIA May Consider During a Plan Reassessment

A strong provider report does not guarantee a particular funding decision.

The NDIA considers the information and evidence provided and applies the relevant NDIS funding criteria.

Current guidance says the NDIA will consider whether proposed supports:

are related to the participant’s disability
help the participant work towards their goals
increase independence
support participation in work, study and social activities.

This is why recommendations should not simply say that the participant enjoys a service.

The report should explain how the support addresses disability-related barriers and builds capacity towards employment.

For example, rather than saying:

The participant enjoys weekly job-readiness sessions and should continue.

The report might say:

The participant requires continued structured coaching to develop the ability to interpret workplace instructions, request clarification and manage changes in routine. These disability-related barriers currently limit their capacity to participate safely and independently in open employment.

The second statement provides a clearer connection between need, support and employment.

Red Flags in Provider Recommendations

Families and support coordinators may wish to seek clarification when recommendations:

request continued support without identifying outcomes
recommend the same service indefinitely
contain no plan for increasing independence
do not reflect the participant’s current goals
ignore a lack of progress
fail to explain the proposed intensity of support
use identical wording across several goals
make unsupported guarantees about employment
recommend services unrelated to employment preparation
do not explain why mainstream options are insufficient
appear to prioritise provider convenience over participant choice.

A provider recommendation should demonstrate professional judgement, not simply request the continuation of existing arrangements.

What Good Reporting Looks Like at Next Gen Youth Employment

Next Gen Youth Employment specialises in School Leaver Employment Supports. SLES is a core focus of the organisation rather than an additional service attached to a broad program. Young people are paired with youth coaches and supported through career assessment, individual planning, training, work trials, employer connections and ongoing mentoring.

Our approach is based on the understanding that every young person begins with different:

interests
strengths
communication preferences
employment goals
previous experiences
confidence levels
disability-related barriers
support networks.

That individuality should be visible in both service delivery and progress reporting.

At Next Gen Youth Employment, we can help participants and families understand:

which employment goals are being pursued
how activities relate to those goals
what skills are developing
what workplace experience has occurred
which barriers remain
what the participant wants to do next
what support may be needed during the next stage.

We believe progress reports should be understandable, honest and focused on outcomes.

They should celebrate achievement without hiding ongoing needs. They should acknowledge barriers without underestimating the participant’s potential. Most importantly, they should help the young person move towards a future that reflects their own goals.

Frequently Asked Questions About NDIS SLES Guidelines and Reporting

Does every SLES provider have to prepare a progress report?

Employment providers are expected to provide information that supports a participant’s plan reassessment. The NDIS says the report should cover the work goal, supports delivered, progress, skills still needed and the plan for reaching the goal.

Participants should discuss the timing and format of individual reports with their provider.

Is the provider’s quarterly NDIA report the same as my individual progress report?

Not necessarily.

Employment providers submit quarterly data to the NDIA about participants, supports, employment milestones and outcomes. An individual reassessment report is specifically prepared to explain one participant’s goals, progress, barriers and future support needs.

Can I ask to read the report before it is submitted?

It is reasonable to ask the provider when the report will be completed and request an opportunity to review it for accuracy. Participants should raise factual errors, missing achievements or recommendations they do not understand.

What if I disagree with the provider’s report?

Begin by discussing the concern with the provider.

Explain which information you believe is incorrect or incomplete and provide supporting examples where possible. A support coordinator, family member or advocate may help the participant communicate their concerns.

Should the report include unsuccessful work trials?

Yes, when they are relevant.

The report should explain what happened, what was learnt and how the employment pathway was adjusted. An unsuitable trial can still provide valuable information about workplace preferences, support needs and barriers.

What if the participant has not found a job yet?

The report should document progress towards employment, not only the final outcome.

This may include skills developed, completed training, employer engagement, workplace exposure, improved communication, increased independence and work experience.

It should also explain what remains to be done and the proposed timeframe.

How should confidence be measured?

Confidence should be connected to observable employment behaviours.

Examples might include speaking with an employer, attending a workplace visit, completing a mock interview, requesting assistance or participating in a work trial.

Can employment goals change during SLES?

Yes.

The participant may discover new interests or learn that a particular environment is unsuitable. The report should explain why the goal changed and how the revised direction reflects the participant’s strengths and preferences.

When should I request the report?

A practical approach is to begin discussions approximately 10 to 12 weeks before the plan reassessment date. This allows time to collect information, review the draft and address missing evidence.

Can Next Gen Youth Employment help us understand SLES reporting?

Yes. Next Gen Youth Employment can explain how personalised employment goals, skill development, work experience and progress discussions fit within a young person’s SLES journey.

Our team can also answer questions from participants and families who are considering SLES or reviewing their current employment pathway.

Prepare for Your Next Step With Next Gen Youth Employment

A progress report should not be a collection of generic statements prepared only because an NDIS reassessment is approaching.

It should provide a meaningful record of the participant’s employment journey.

A strong report explains:

where the young person started
what they want to achieve
what support was delivered
what skills were developed
what workplace experience occurred
how employers were engaged
what barriers remain
what needs have changed
what should happen next.

Understanding the NDIS SLES guidelines can help families recognise whether this information has been presented clearly and whether the report reflects the young person’s real experiences.

At Next Gen Youth Employment, we can help young people build confidence, explore suitable industries, develop practical skills and pursue meaningful employment opportunities. We work alongside participants and families to create individual pathways rather than generic programs.

Whether you are approaching an NDIS plan reassessment, reviewing progress with a current provider or considering School Leaver Employment Supports for the first time, our friendly team is available to provide more information and assistance.

Contact Next Gen Youth Employment today to discuss your employment goals and the next stage of your SLES journey.

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