Student Support and Reasonable Adjustment Policy

Policy Schedule

Relevant Legislation

• Age Discrimination Act 2004 (Cth)
• Anti-Discrimination Act 1977 (NSW)
• Anti-Discrimination Act 1991 (Qld)
• Anti-Discrimination Act 1992 (NT)
• Anti-Discrimination Act 1998 (Tas)
• ASQA Credential Policy
• ASQA Practice Guides
• ASQA Self-Assurance Framework
• Australian Consumer Law (Schedule 2 to the Competition and Consumer Act 2010 (Cth))
• Australian Government Policy for the Responsible Use of Artificial Intelligence
• Australian Human Rights Commission Act 1986 (Cth)
• Australian Privacy Principles (APPs)
• Australian Qualifications Framework (AQF)
• AVETMISS Reporting Requirements
• Code of Practice – First Aid in the Workplace
• Code of Practice – How to Manage Work Health and Safety Risks
• Code of Practice – Managing Electrical Risks in the Workplace
• Code of Practice – Managing Hazardous Manual Tasks
• Code of Practice – Managing Psychosocial Hazards at Work
• Code of Practice – Managing Remote or Isolated Work
• Code of Practice – Managing the Work Environment and Facilities
• Competition and Consumer Act 2010 (Cth)
• Data Provision Requirements 2020
• Disability Discrimination Act 1992 (Cth)
• Disability Standards for Education 2005 (Cth)
• Discrimination Act 1991 (ACT)
• Education Services for Overseas Students Act 2000 (Cth)
• Education Services for Overseas Students Regulations 2019 (Cth)
• Equal Opportunity Act 1984 (SA)
• Equal Opportunity Act 1984 (WA)
• Equal Opportunity Act 2010 (Vic)
• Fair Work Act 2009 (Cth)
• Human Rights Act 2004 (ACT)
• Human Rights Act 2019 (Qld)
• ISO 21001 – Educational Organisations Management Systems
• ISO 31000:2018 Risk Management – Guidelines
• National Code of Practice for Providers of Education and Training to Overseas Students 2018
• National Principles for Child Safe Organisations
• National Vocational Education and Training Regulator Act 2011 (Cth)
• National Vocational Education and Training Regulator Regulations 2011 (Cth)
• NCVER AVETMISS VET Provider Collection Specifications
• Notifiable Data Breaches Scheme
• Privacy Act 1988 (Cth)
• Privacy and Other Legislation Amendment Act 2024 (Cth)
• Racial Discrimination Act 1975 (Cth)
• Sex Discrimination Act 1984 (Cth)
• Standards for Registered Training Organisations (RTOs) 2025
• Student Identifiers Act 2014 (Cth)
• Student Identifiers Regulations 2024 (Cth)
• TEQSA/ASQA Guidance on Generative Artificial Intelligence
• United Nations Convention on the Rights of Persons with Disabilities (UNCRPD)
• Universal Design for Learning (UDL) Framework
• Web Content Accessibility Guidelines (WCAG) 2.2 AA
• Work Health and Safety Act 2011 (ACT)
• Work Health and Safety Act 2011 (Cth)
• Work Health and Safety Act 2011 (NSW)
• Work Health and Safety Act 2011 (Qld)
• Work Health and Safety Act 2012 (SA)
• Work Health and Safety Act 2012 (Tas)
• Work Health and Safety Act 2020 (WA)
• Work Health and Safety (National Uniform Legislation) Act 2011 (NT)
• Work Health and Safety (Sexual and Gender-based Harassment) Code of Practice (NSW)

1. Purpose

The purpose of this policy is to ensure that Thrive Training and Education identifies and supports the individual needs of all students, enabling equitable access to training and assessment. This policy promotes inclusive education and compliance with national regulatory requirements. It also ensures that students are informed, supported, and treated fairly throughout their training journey.

This policy also supports Thrive and Education’s commitment to continuous improvement by encouraging feedback from students and staff on the effectiveness of support services and adjustments.

2. Scope

This policy applies to:

• All students enrolled or seeking to enrol in any course offered by Thrive Training and Education.
• All staff involved in the delivery, assessment, and support of training programs.
• All training and assessment activities, including those delivered through third-party arrangements.

3. Policy Statement

Thrive Training and Education is dedicated to fostering an inclusive and supportive learning environment that values and responds to the diverse backgrounds, abilities, and needs of all students. We ensure that all students are given the opportunity to succeed through tailored support services, reasonable adjustments, and inclusive practices. This commitment is underpinned by our obligations under the Standards for RTOs 2025, including ensuring students are informed, supported, treated equitably, and that any third-party arrangements are formalised and monitored.

Thrive Training and Education regularly reviews its support practices to ensure they remain responsive to student needs and reflect current best practice in inclusive education, as outlined in ASQA’s Practice Guides.

Related Policy: 4.6 Continuous Improvement Policy.

4. Orientation of Students

Thrive Training and Education provides a thorough orientation for all students, including:

• Information about Thrive Training and Education’s Mission and Values.
• Information about Thrive Training and Education’s Policies and Procedures, including 3.4 Complaints and Appeals Policy.
• Information on how to enhance personal security and report incidents that impact wellbeing under 4.8 Work Health and Safety Policy.
• Information on Thrive Training and Education’s facilities and resources, including support to access online platforms.
• Information on developing and maintaining effective study habits.
• Information on how to contact staff, in addition to academic staff, to support and advise students who request assistance.

For overseas students, Thrive Training and Education also provides:

• One designated point of contact for overseas students who provides information about living and studying in Australia, including information about safety on training locations, and while living in Australia. Students will be notified of their designated point of contact prior to arrival, referred to as the designated Overseas Student Support Contact.
• Support to overseas students, irrespective of their place or mode of study, at no additional cost to the overseas student, to assist overseas students to help them adjust to study and life in Australia.
• Guidance on how to access to English language and study assistance programs.
• Guidance on how to access legal services.
• Guidance on how to access emergency and health services.
• Guidance on support services available to assist overseas students with general or personal circumstances that are adversely affecting their education in Australia.
• Guidance on services overseas students can access for information on their employment rights and conditions, and how to resolve workplace issues, such as through the Fair Work Ombudsman.
• Requirements for course attendance and progress, as appropriate.

Orientation is conducted individually for late arrivals or students commencing at a different entry points.

5. Engagement and Identification of Individual Needs

Thrive Training and Education aims to maintain student engagement through a variety of best practice methods, including:

• Providing clear instructions in a range of formats to guide students.
• Providing adequate time for students to cover learning materials.
• Using well-structured materials in manageable chunks, with logical progress points.
• Using High Impact Teaching Strategies (HITS) and enquiry-based approaches in learning design.
• Leveraging technology by incorporating interactive and novel options into learning materials, to enhance student experiences.
• Using a student-centred approach and encouraging student reflection.
• Integrating activities that build collaboration skills and encourage peer teaching opportunities.
• Ensuring our Trainers and Assessors undertake continuous professional development to maintain their skills in engaging and supporting students.

Thrive Training and Education identifies student needs through:

• Pre-enrolment review, including course suitability and Language, Literacy, Numeracy and Digital Skills (LLND) assessments during enrolment and student support needs.
• Collection of student background information, including cultural, linguistic, and personal circumstances.
• Encouraging students to disclose any support needs confidentially and respectfully.
• Student engagement and course progression.

Cloud Assess facilitates the identification of student needs through digital pre-enrolment forms and LLND assessments. These tools are embedded into the enrolment workflow, allowing staff to collect and review student background information efficiently and securely. Students can also disclose support needs confidentially through the platform.

Staff are trained to identify support needs proactively and to respond in a timely and respectful manner. Known risks such as under-disclosure of disability or delayed support implementation are mitigated through regular staff development and student engagement strategies.

6. Attendance and Progress of Overseas Students

Thrive Training and Education issues a Confirmation of Enrolment (CoE) for overseas students for the duration of their stay.

Thrive Training and Education shall do all things necessary to comply with the ESOS Act and National Code, including Standard 8 to systematically identify overseas students who are at risk of not meeting course progress requirements, intervene early and document actions taken, and report only after due process.

Satisfactory progress is defined as completing units in accordance with course requirements, including timely submission of assessments in accordance with advised due dates and satisfactory completion of units in accordance with advised unit end dates. Students must also maintain appropriate conduct.

Progress is monitored at the completion of each unit at the unit end date. Cloud Assess shall be used to produce reports including units commenced, units completed, units not yet completed and assessment outcomes.

A student shall be identified as at risk if the student:

• Has not completed a unit by the unit end date.
• Has not achieved a competent outcome in a unit after two attempts.
• Current progress indicates they may not be in a position to complete the course within the expected duration specified on the CoE.
• Is identified to be consistently late in submitting or resubmitting assessments.
• Is in breach of 3.2 Student Code of Conduct.

For at risk overseas students, Thrive Training and Education shall:

• Prepare a Course Progress Review Report.
• Notify the student they have been identified as at risk.
• Develop an Individual Support Plan in consultation with the student and any external support providers identified. This may include but is not limited to accessing additional support services, reassessment guidance, academic counselling, or LLND support.
• Monitor the Individual Support Plan and continue to monitor progress.
• Only extend the duration of an overseas student’s enrolment in certain circumstances and advise them of potential impacts on their student visa.
• Only deliver online learning in accordance with the online learning requirements.

Where an overseas student has not made satisfactory progress following intervention, The Director, Thrive Training and Education shall consider action in accordance with 2.4 Training Cancellation and Transition Policy.

Where attendance monitoring is required as a condition of registration, Thrive Training and Education will initiative intervention action where overseas students are absent for more than five consecutive days without approval or who are at risk of not achieving 80% attendance. Trainers shall contact overseas students to discuss the reasons for their absence and create a strategy to assist the student in sufficient time for them to achieve satisfactory course progress and/or attendance.

Should intervention be unsuccessful, see 2.4 Training Cancellation and Transition Policy.

Related Policy: 3.1 Pre-enrolment Policy, 2.4 Training Cancellation and Transition Policy, 3.2 Student Code of Conduct.

7. Support Services, Reasonable Adjustment and Accommodations

7.1 Educational Support

Thrive Training and Education provides:

• One-on-one tutoring and mentoring.
• Additional learning resources and flexible delivery options.
• Study skills workshops and academic coaching.

Students are provided with structured learning opportunities in accordance with their training product, delivery methods and student demographic. These may include face to face classes, online tutorials, learning modules, LLND support or tailored guidance.

The Director, Thrive Training and Education shall ensure that all students have access to Trainers and Assessors for clarification, feedback or additional help to ensure support of learning and progress.

Students are also provided clear guidance as to the availability and hours of their Trainers and Assessors and other relevant staff, as well as methods of contact and timeframes for response. Students shall be entitled to a response from their Trainer and Assessor within 2 business days (within 48 hours on business days) of communication, or their next face to face or online contact, whichever occurs sooner. Where a Trainer or Assessor needs more time to respond to a student, they shall acknowledge the correspondence and advise of the steps they are taking to resolve the issue, along with an expected timeframe. This shall be monitored in MS Teams, Cloud Assess and student complaints.

7.2 Personal Support

Thrive Training and Education provides:

• Referral to counselling and mental health services.
• Access to wellbeing resources.
• Where appropriate, referrals may include specialist family violence, child protection, disability advocacy, elder abuse, multicultural, First Nations, mental health or other services that support vulnerable persons.

These are reviewed and updated annually.

7.3 Reasonable Adjustment, Accommodations and Contextualisation

Reasonable adjustment includes changes made to ensure students with disabilities can participate on the same basis as others.

Thrive Training and Education provides modifications to training and assessment methods to accommodate disabilities or learning difficulties. This shall take into account the student’s disability, their views, the effect of the adjustment on all parties, as well as costs and benefits.

Examples include:

• Extended time for assessments.
• Alternate formats such as large print or audio.
• Flexible scheduling.
• Additional support that considers individual specific needs.
• Use of assistive technologies.
• Oral assessments and verbal responses.

Cloud Assess enables staff to document and implement reasonable adjustments directly within the student’s profile. Adjustments such as extended time, alternative formats, or assistive technology use can be recorded, tracked, and reviewed, ensuring transparency and consistency in support delivery.

Reasonable adjustment must not be unreasonable in that it would either unfairly advantage students with a disability or unfairly disadvantage students without a disability. Thrive Training and education shall not compromise the validity or integrity of the unit of competency and its requirements. Where reasonable adjustments are not appropriate or feasible, Thrive Training and Education will communicate the reasons to the student as soon as reasonably practicable, in line with Standard 2.4 of the 2025 Standards.

Contextualisation involves adapting learning to suit student background. This may involve consideration of the student’s usual work methods, using culturally relevant examples, and modifying delivery methods while maintaining assessment standards. Training materials and assessments may be contextualised to the needs of individual students, or cohorts through consultation with students and relevant support agencies.

8. Equity and Diversity

Thrive Training promotes equity and diversity by:

• Ensuring all students have equal access to learning opportunities and support.
• Creating an inclusive environment that respects cultural, linguistic, and individual differences.
• Training staff in inclusive practices and cultural competence.

Related Policy: 1.4 Equity, Diversity & EEO Policy.

8.1 First Nations Cultural Safety

Thrive Training and Education is committed to providing culturally safe learning environments for Aboriginal and Torres Strait Islander students.

Staff will:

• Recognise and respect Aboriginal and Torres Strait Islander cultures, histories and knowledge.
• Promote culturally responsive teaching practices.
• Provide culturally appropriate support where required.
• Consult with Aboriginal and Torres Strait Islander organisations and communities where appropriate.
• Refer students to culturally appropriate support services when required.

The effectiveness of these arrangements will be reviewed through student feedback, completion outcomes and continuous improvement activities.

9. Student Wellbeing

Thrive Training and Education ensures a positive and supportive learning environment where all students feel included, empowered and valued. We recognise that wellbeing plays a vital role in student success and engagement. Whether managing study alongside work, navigating personal challenges, or simply needing someone to talk to, students are encouraged to reach out to their Trainer and Assessor, or support staff.

Thrive Education and Training is dedicated to creating an inclusive space where every student can thrive, academically, personally, and professionally. We provide access to wellbeing resources, regular check-ins, and referrals to professional external services where appropriate. Information provided to students may include stress management techniques, effective study habits, strategies to maintain mental health, or referral to external support services related to financial hardship or domestic issues.

Staff are encouraged to monitor student wellbeing through regular check-ins and to escalate concerns where appropriate, as needs may change. Students are provided with Guidance for Students on Student Support which lists relevant free and low-cost support and wellbeing opportunities. Thrive Training and Education uses a trauma-informed approach to support students experiencing personal challenges, ensuring dignity and respect in all interactions.

10. Student Retention

To support retention, Thrive Training and Education implements a range of strategies designed to identify and address barriers to student success. These include early identification of at-risk students through regular monitoring of attendance, participation, and assessment progress. Students identified as needing additional support are contacted promptly and offered tailored interventions, which may include academic support, counselling referrals, flexible learning options, or adjustments to training plans. We also ensure that all students have access to appropriate educational and support services, including LLND (Language, Literacy, Numeracy and Digital Skills) assistance, and wellbeing services.

Thrive Training and Education maintains accurate and secure records of student engagement and outcomes, which are regularly reviewed to inform continuous improvement. We also ensure that students are provided with clear information about their rights, responsibilities, and available support services at the point of enrolment and throughout their learning journey. Retention strategies are informed by data analytics and student feedback. Thrive Training and Education uses self-assurance questions from ASQA’s Practice Guides to evaluate the effectiveness of support services and identify areas for improvement.

Cloud Assess supports student retention by tracking attendance, participation, and assessment progress in real time. Automated alerts can notify staff of at-risk students, prompting early intervention. Support actions and outcomes are recorded in the student’s file, contributing to continuous improvement and compliance reporting.

11. Procedure: Responding to Identified Student Support Needs

Step 1: Identification of Support Need

Thrive Training and Education identifies support needs through:

• Pre-enrolment review, course suitability, and LLND assessments.
• Trainer/Assessor observations.
• Student self-disclosure.
• Referrals from support staff or third parties.

Step 2: Consultation and Documentation

Thrive Training and Education staff to meet with the student to discuss the identified need and possible support strategies.

• Document the support need and agreed strategies in the student’s file and create an Individual Support Plan.
• Obtain student consent for any adjustments or third-party involvement. Where appropriate, students are invited to participate in collaborative planning of adjustments, ensuring their voice is central to the support process.
• If a student is identified as a vulnerable person, staff must document any additional support, protective measures, referral pathways and reporting obligations within the Individual Support Plan and escalate concerns to the Director immediately where there is an actual or suspected risk of harm.

Step 3: Implement Support Strategies

If Numeracy support is needed, Thrive Training and Education shall:

• Provide additional numeracy support.
• Allow extra time for assessments.

If Language (ESL) support is needed, Thrive Training and Education shall:

• Conduct oral assessments.
• Allow interpreters (student-funded).
• Use multimodal training strategies (visual, verbal, practical).

If Visual Impairment is identified, Thrive Training and Education shall:

• Provide large print or electronic materials.
• Use verbal instruction and oral assessments.

If Hearing Impairment is identified, Thrive Training and Education shall:

• Allow interpreters (student-funded).
• Provide transcribed meetings and materials.

If Temporary or Permanent Disabilities are identified, Thrive Training and Education shall:

• Modify training and assessment activities.
• Provide support persons (student funded).
• Conduct oral assessments or use alternative formats.

Step 4: Monitor and Review

• Regularly check in with the student to ensure support strategies are effective.
• Adjust the Individual Support Plan as needed based on student feedback and progress.
• Document all reviews and updates.

Step 5: Confidentiality and Records

• Maintain confidentiality of all student information.
• Store support documentation securely in accordance with privacy legislation Thrive Training and Education 4.1 Privacy and Confidentiality Policy.
• Student support records, LLND assessments and Individual Support Plans must be securely stored, accessed only by authorised personnel, retained in accordance with legislative and organisational recordkeeping requirements, and managed in accordance with the Australian Privacy Principles and the Notifiable Data Breaches Scheme.

Related Policy: 4.1 Privacy and Confidentiality Policy.

12. Third Party Arrangements

Where third-party arrangements are in place, the procedures outlined in Thrive Training and Education’s Third Party Arrangements Policy shall be in effect. Regular reviews of third-party performance are conducted to ensure alignment with RTO standards.

Related Policy: 4.7 Third Party Arrangements Policy.

13. Supporting Documents

• Individual Support Plan.
• 1.4 Equity, Diversity & EEO Policy.
• 3.1 Pre-enrolment Policy.
• 3.2 Student Code of Conduct.
• 2.4 Training Cancellation and Transition Policy.
• 4.1 Privacy and Confidentiality Policy.
• 4.6 Continuous Improvement Policy.
• 4.7 Third Party Arrangements Policy.