OTJ Training – Student Support Policy and Procedure (V2.2)
Last updated: June 2025
Policy Statement
OTJ Training is committed to supporting all students to complete their training successfully and safely. We will provide accessible, inclusive, and proactive support services that respond to the individual learning and wellbeing needs of our student cohort, in accordance with the Standards for RTOs 2025.
We acknowledge that our role has limits — while we will always do what we can, we recognise that qualified professionals and dedicated community services are often better placed to support students’ broader wellbeing needs. We are committed to working in partnership with students and referring them to appropriate support when their needs go beyond what we can safely or reasonably provide.
Purpose
To provide clear, consistent steps to identify and support learners with diverse needs, ensuring they can successfully engage with and complete their training. This procedure supports compliance with Standards 2.2, 2.3, 2.4 and 2.6 of the Standards for RTOs 2025.
1. Identifying Student Support Needs
Support needs may be identified at any time before or during training. These include, but are not limited to:
- Language, literacy, numeracy or digital literacy challenges
- Disability or medical conditions
- Learning preferences
- Wellbeing concerns impacting mental health or participation
- Work or personal circumstances impacting training progress
Support needs may be identified through:
- LLND Skills Check
- Self-disclosure during enrolment
- Review of USI transcript or previous education
- Observations by trainers and assessors
- Student feedback or concerns raised
2. Support Principles
- Timely Access: Students must have reasonable and timely access to trainers, assessors and relevant support staff.
- Equity and Inclusion: All students will be offered support appropriate to their needs, without discrimination.
- Proactive Approach: Support is proactive, not reliant on students to request help.
- Wellbeing First: Students’ wellbeing and safety are key to their learning success.
3. Support Process
Stage | Action |
Pre-course review | Admin support review the LLND Skills Check. USI transcript and relevant prior education to be used if more info needed |
Enrolment | Students are encouraged to disclose any support needs, including disability, learning or wellbeing-related matters. |
Initial contact | Students are informed how to contact trainers or support staff. |
During training | Trainers monitor progress and flag emerging concerns. |
Ongoing | Support needs may be identified at any stage; students are encouraged to approach trainers or staff when they require help. |
4. Communication and Access to Staff
Students can contact support staff as follows:
- Trainers and Assessors: In person during course delivery. Or, if the student is doing self-paced online learning, call the admin team on 07 38076061 for technical support, or request that a trainer call you regarding course-related enquiries. Responses expected within 1–2 business days.
- Admin Staff: For scheduling, fees, or general help, contact the Admin Support Staff via email at admin@onthejobtraining.edu.au or phone 07 3807 6061.
- Escalated support is available via the training or admin support team if a matter requires more specialised help or via the complaints procedure as documented in the Student Handbook.
5. Reasonable Adjustments & Disability Disclosure
- Students are encouraged to disclose disabilities or medical conditions at enrolment or any time.
- All disclosures are handled confidentially.
- Reasonable adjustments to training and assessment can be made for individuals who need them, as long as these do not provide an unfair advantage over other students or compromise the integrity of the unit of competency requirements. They may include:
- Additional time for assessments
- Assistive technologies
- Modified materials or tasks
- One-on-one support (may attract additional fees)
- Trainers will consult with the Admin Support Team to ensure adjustments are appropriate, documented, and do not compromise competency.
6. Support Strategies
Depending on the identified need, the following may be offered:
- Alternative assessment arrangements (e.g. verbal instead of written)
- Printed versions of digital resources
- Extra trainer support outside scheduled time (with cost advised in advance)
- Early access to learning materials
- Extension of timeframes for training and/or assessment
- Referral to external support services (e.g. literacy foundation, youth support)
7. Student Wellbeing & External Support (Standard 2.6)
OTJ Training understands that wellbeing, mental health and personal safety are critical to student success. While our staff are not qualified mental health professionals, we refer students to the following external supports:
Local and National Wellbeing Services:
Women in Trades Support:
- NAWIC (National Association of Women in Construction) – Support, mentoring and networking for women.
Website: https://www.nawic.com.au - Awesome Women in Construction – Mentoring and wellbeing resources for women in the construction sector.
Website: https://www.awic.org.au
Support for Aboriginal and Torres Strait Islander Students:
LLND Skills Development:
Employment and Training Pathways:
- JobAccess – Information and support for people with disability to find and keep jobs.
Website: https://www.jobaccess.gov.au - MySkills – Course search and career pathway info for VET students.
Website: https://www.myskills.gov.au - Skilling Queenslanders for Work (SQW) – State-based funding and employment support.
Website: https://desbt.qld.gov.au/training/sqw
We will continue to maintain and update this list in line with our Student Handbook.
8. Limits of Support
- OTJ Training will clearly communicate any limitations in our support capability.
- Where support needs exceed our scope, students will be offered referral pathways.
- Any additional costs for one-on-one support will be communicated in advance.
9. Recording and Monitoring Support
- Support provided is documented in the student management system (aXcelerate)
- Adjustments are recorded on the student’s file and revisited periodically
- Trainers and coordinators monitor whether support strategies are effective
10. Review and Improvement
- The Student Support Process is reviewed annually
- Feedback from students, trainers, and admin staff informs improvements
- Changes to regulatory expectations are incorporated promptly
Compliance Responsibilities
- RTO Manager: Responsible for maintaining this policy, ensuring staff awareness, and leading review cycles.
- Trainers and Assessors: Responsible for identifying support needs, applying agreed adjustments, and escalating concerns as appropriate.
- Administration Team: Responsible for documenting support and communicating key contacts and procedures to students.
Version Control
Version | Date | Author | Summary of Changes |
2.0 | July 2022 | Original Author | Initial release |
2.1 | Jan 2024 | Compliance Team | Clarified LLN self-assessment, added referral guidance |
2.2 | June 2025 | J. Nolan | Updated for 2025 Standards, added disability disclosure, clearer formatting and examples |
2.2 | June 2025 | J. Nolan | Added Student Wellbeing and local referral supports to meet Standard 2.6, plus employment, LLND and First Nations links |
