Organisation Self Assessment – Underpinning Student Supports
Registered training providers are expected by ASQA to identify and provide support to learners to
enable them to successfully participate in training. WorkReady providers are expected to use a formal
process, the Upfront Assessment of Need, to ensure that these support needs are identified early and
to have the underpinning support structures in place.
The first section of this document provides a series of statements in seven key areas describing an
RTO effectively meeting the needs of learners. The second section is an RTO self-assessment tool to
assist providers to examine practices and think about how they can prepare a supportive learning
environment.
Section 1: Effectively meeting the needs of learners – What does it look like?
1. Inclusive teaching and learning environment
Teaching programs are designed and delivered taking into account diverse student needs, barriers
and preferences, providing options for students and reducing the need for special adjustments.
2. Flexible delivery
A range of teaching and learning methodologies are employed, providing options for students and
supporting a responsive approach to delivery.
3. Disability access
The organisation prepares and plans for students with disability to meet RTO obligations in
accordance with the Disability Standards for Education. The organisation implements policies and
practices and builds knowledge amongst staff that result in the effective accommodation of students
with disability in the mainstream learning environment.
Relationships with Disability Employment Services are developed for students referred by these
agencies to understand their support needs and access supports while training.
4. Individual support and community referrals
Staff with relevant experience and skills are identified to provide students with individual support and
referrals, eg:

assistance with conflicts between students and between students and staff

a listening ear and referrals to relevant external organisations for further support

assistance with developing and reviewing disability access plans

assisting students to negotiate with their referring employment services
Identified staff members are supported to develop and maintain working knowledge of, and referral
relationships with relevant community services available to support students with barriers impacting
on their participation in training.
A service agreement is in place with a Learner Support Services provider for case management
services for students with more complex support needs.
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5. Employment transitions
Relationships are developed and maintained with employers for work placements and/or work
shadowing opportunities. Support strategies for students during placements are in place.
Referral and joint support relationships with employment services providers are developed and
maintained to ensure quality of referrals into appropriate training, continuity of support while studying,
and provision of smooth transitions for students between training and employment support.
6. Professional Development
The organisation plans for and supports staff to undertake professional development in areas relevant
to their student cohort, e.g.: disability strategies; cultural awareness; inclusive practice; flexible
delivery and accessible online teaching.
7. Policies and Processes
The organisation puts in place policies related to the 6 areas of student support. The policies are
regularly reviewed and made available to students. Systems to support the application and review of
the policies and collection and use of related data are in place and effectively used to inform practice
within the RTO.
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Upfront Assessment of Need – Underpinning supports
Section 2: RTO Self-Assessment Tool
This tool is designed to provide prompts to assist organisations to assess their capacity, processes
and practices in supporting the needs of learners. The tool has been developed for use by RTOs as a
self-assessment tool to be used at any time and particularly when negotiating a Learner Support
Services (LSS) Service Agreement to access case management support for your learners. For
accessing LSS, you should describe your current capacity, processes and practices and plans to
address any gaps that you self-identify.
1. Inclusive Teaching and Learning Environment
 Can you describe the demographics (eg age, gender, caring responsibilities, employment status)
and characteristics (eg common barriers and support needs) of your typical cohorts of students?
 Does your organisation incorporate this information in developing and delivering training?
 Do your individual learning plans include addressing identified individual support needs?
2. Flexible Delivery
 Do the teaching methodologies in your courses take into account different learning needs.
 Consider whether your assessment options provide flexibility for students to demonstrate
competence.
 Identify the learning support available to students outside of scheduled delivery time. How are
students made aware of additional support?
 What level of flexibility is built into your delivery timetabling? Does it suit your typical cohorts?
 Look at your policies in relation to provision of extensions, re-assessments, make-up classes and
taking leave from a course for students who have experienced difficulties. Do these policies assist
with retention and completion?
3. Disability Access
 Does your organisation encourage students with disability to discuss their support needs?
 If a student identifies that they have a disability, at what point is planning undertaken to identify
adjustments to the training or assessments that may be required? Who is involved? The student?
The trainer? External supports?
 What disability related PD do/could staff undertake? Do they understand the concept of
reasonable adjustment?
 What disability resources does your organisation make use of? Are your staff familiar with the
DSD ‘Teaching Students with Disability’ online resource?
 Are some of your students also clients of Disability Employment Services? Do you make use of
these supports?
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4. Individual Support and Community Referral
 Do you identify key staff to provide informal counselling to students and referrals for support?
 Are these staff knowledgeable about community support organisations for referral purposes? Are
they supported by the organisation to keep their knowledge current?
 Are students who experience personal difficulties supported to use RTO policies for extensions,
make-up classes and taking leave?
 Is your organisation familiar with the DSD funded Learner Support Services for providing case
management support to students with more complex support needs?
5. Employment Transitions
 How does your organisation engage with employers to secure vocational placements or links to
employment opportunities for students and how do you support students while on placements?
 Thinking about employment support for students, how effective are your relationships with
Employment Services Providers (ie jobactive and DES providers)? Are students referred by these
agencies supported and effectively transitioned between training and employment support?
6. Professional Development
 How is professional development in areas relevant to your typical student cohort incorporated into
your PD plan (e.g. disability support, cultural awareness, inclusive practice, accessible online
methodology)?
7. Policies and Processes
 Think about processes that your organisation already uses or could use to monitor and update
the profile of the student cohort (including typical barriers to successful completion).
 How are/how could effective support strategies and referral links be shared amongst relevant
staff?
 Identify whether student support related policies and procedures are clearly documented. How
are/could these be made known to students?
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