2026 Family Information Guide

School Bus Services are provided by Torrens Transit. The main Bus Services used by most NIHS Students are the H20, H21, 638 & 639. For further information please refer to the Torrens Transit website.

There are multiple bike racks available for students who ride to school. Students are required and strongly encouraged to bring their own locks to secure their bikes during the school day.

NIHS Car Park: Please do not drive into the NIHS Car Park to drop off or pick up your children. This is a high traffic zone and therefore not suitable for student movement.

Neighbouring Streets:
If picking up and dropping off in streets neighbouring the school, please respect the residents of these streets by not parking across driveways or blocking roads in any way. Please also be mindful of students crossing the roadways and take care when driving in the area.

The council regularly monitors these streets during the year and will issue fines for people parking illegally, which includes blocking driveways and No Standing Zones. Please refer to these guidelines provided by the City of Burnside Council: Parking in Burnside and note the speed limit zones in the area.

For senior students who may be driving to and from school, it is important to adhere to local parking guidelines to ensure safety and maintain good relations with the local community. Students should respect local parking regulations, park in well-lit areas, and avoid blocking driveways or access to properties. Students are not permitted to park in the staff or visitor parking spaces on the school grounds. Students are responsible for any parking fines incurred. To assist in managing parking effectively, it is requested that students provide their car registration details to the school administration. This information helps the school monitor parking patterns, address any issues promptly, and ensure the safety and security of all vehicles. Additionally, consider carpooling to reduce environmental impact and congestion. By following these guidelines, our students will contribute to a respectful and safe parking environment for everyone.

We expect our students to be on time to school and to lessons. If a student arrives at school late, they must sign in. Middle school students will need to sign in at Student Services and senior school students will sign in at the Wellbeing Hub. We expect the student to bring a note or parents/caregivers/homestays to send an SMS to give prior notice of expected lateness or early departure. Connect teachers will follow up lateness. Students who are late with no reason will have an SMS sent home.
Students need to have a signed note from home to explain why they need to leave early. This is to be shown to Connect/subject teachers and the Learning Community Leader must authorise this. The student needs to also show this note to Student Services (for Years 7-9) or to the Wellbeing Hub Receptionist (for Years 10-12) when signing out. Parents/caregivers/homestays will be notified of a student’s lateness if unexplained, via SMS or email.
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Punctuality
It is an expectation that students are punctual to all lessons and that they meet all obligations and commitments, including work and administrative deadlines.

A student can be absent from school for the following reasons, which are arranged with the school prior to the absence:

• Medical or dental appointments which cannot be arranged in out-of-school time.
• Religious or cultural events.
• Approved school exemption for absences more than 4 days to 1 month (not medical), and up to 12 months for a family holiday. This application must be approved by the principal and students must attend school until this exemption is approved.
• Alternative learning programs, including Tailored Learning, VET, work experience or traineeships. These must be approved and documented in partnership with the school, adhering to DfE policy.

School staff work in partnership with students and families to maximise the attendance of students, ensuring they are engaging in their learning at NIHS. The following are processes used to actively address non attendance.

• SMS notifications to parents/caregivers of unexplained absences are sent each school day.
• Written communication (letters and emails) notifying families of unexplained absences.
• Phone conversations from teachers, leaders and school support staff regarding non-attendance, learning and achievement. An attendance support plan will be developed in these meetings to identify support strategies and interventions.
• Home visits, in accordance with DfE policy.

For planned absences longer than one week, an exemption is required and should be requested at least two weeks prior to the commencement date. The relevant Learning Community Leader should be contacted in the first instance to apply for an exemption.

Exemptions from school for family trips and holidays must be supported by a learning plan to ensure the student maintains their learning.

Exemptions on medical grounds require medical documentation from an appropriate specialist physician.

All exemptions from school must be approved by the principal.

​Parent Portal allows you to see your student’s timetable, lesson attendance, assignments, results, reports and communication from teachers and the school. It is a very effective tool which will enable you to track your student’s and we encourage you to check Parent Portal on a weekly basis.

Your email address (registered with the school) and password is required to access Parent Portal.

How to reset your password:

1. New families please select the option ‘can’t access your account’ or current families please select the option ‘forgot your password’.
2. Enter the email address you have registered with the school.
3. Click on the reset password button.
4. A link to set your password will be emailed to you.

If after following the steps above and you are unable to logon please email dl.0787.parentportal@schools.sa.edu.au with your name and your students name.

​To update your email address or phone number please contact Student Services –  dl.0787.studentservices@schools.sa.edu.au.

Informational Video

The Norwood International High School High School Governing Council comprises 16 passionate and committed members:​

• The Principal (ex-officio)
• 12 elected Parent Representatives (with a 2-year tenure)
• 2 Community Representatives (appointed by the Council)
• 2 Student Representatives (with voting rights)
• 3 Nominated Staff Representatives (including the Business Manager and 2 staff members nominated by their staff colleagues).

The NIHS Governing Council, in collaboration with the NIHS Executive Team, plays a critical role in ensuring our continued success, which naturally translates into our students’ successes.

The Norwood International High School Governing Council meets twice a term. Members of our school community are welcome to attend meetings and contribute ideas to the future direction and strategic planning of our school. We encourage interested community members to check the school calendar for meeting dates.
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The council welcomes feedback and ideas from other parents and invites comments to be forwarded to dl.0787.info@schools.sa.edu.au.

The Parent Engagement Committee is a vital part of our school community, providing a platform for parents to collaborate with school leaders and contribute to the continuous improvement of our school. This committee meets regularly throughout the year, offering valuable insights and perspectives from our parent community. By working together, we aim to create a positive and inclusive environment that supports the success and wellbeing of all students.

We encourage all interested parents to consider joining this dynamic group. Information on how to become a member will be shared with families after the commencement of the school year. Your involvement can make a significant difference, and we look forward to your contributions.

Connect is the Norwood International High School student development program. The program provides students with a range of opportunities and experiences to develop as adolescents, preparing them to be engaged global citizens. Students undertake the program in each year of their education at NIHS. The program provides support for students throughout their schooling. This support is provided by the Connect Teacher, who is the student’s go-to person who they see during their Connect Class. They support and monitor student learning and wellbeing, and deliver the Connect Program.​

Program Delivery

The Connect program is delivered via the Connect website and Daymap. Students have four 10 minute sessions of Connect each week called Morning Connect. Each of these Morning Connect sessions have a different focus:

• Memo Mondays
• Take Care Tuesdays
• House Thursdays
• Fitness Fridays

Students also participate in Extended Connect where the Connect Program is delivered. The program involves students engaging in discussions, activities and student choice sessions.

Learning is divided into the following four strands:

• My Learning
• My Community
• My Wellbeing
• My Future

High school is a pivotal time in a young person’s development, shaping their academic, social, and emotional growth. It is a period where students begin to form their identities, explore interests, and lay the groundwork for future success. The partnership between families and schools is crucial in supporting students through these transformative years. By working together, parents and educators can create a nurturing environment that fosters learning, resilience, and personal development. Here are some guidelines for parents to support their high school students in achieving success:

• Establish a Routine: Encourage a consistent daily schedule that includes time for homework, extracurricular activities, and relaxation.
• Create a Positive Learning Environment: Provide a quiet, well-lit space for studying, free from distractions.
• Stay Informed: Keep up-to-date with school events, deadlines, and your child’s progress by attending parent-teacher meetings and reading school communications.
• Encourage Open Communication: Foster an environment where your child feels comfortable discussing their academic challenges and achievements.
• Promote Balance: Encourage participation in extracurricular activities to develop social skills and interests, while ensuring academic responsibilities are met.
• Support Goal Setting: Help your child set realistic academic and personal goals, and discuss strategies to achieve them.
• Model Positive Attitudes: Demonstrate a positive attitude towards education and lifelong learning.
• Provide Resources: Offer access to educational resources, such as books, online tools, and tutoring if needed.
• Encourage Independence: Support your child in taking responsibility for their learning, while being available to guide and assist when necessary.
• Celebrate Achievements: Recognise and celebrate your child’s successes, no matter how small, to boost their confidence and motivation.

If you have concerns about your child’s progress, contact your child’s Connect Teacher to seek support at school.

Director of Wellbeing: Leadership for whole school matters pertaining to Wellbeing, Leadership of the NIHS Wellbeing Team.

Overarching goal: To lead and grow a culture that promotes positive wellbeing by engaging, supporting and equipping students, staff and families to thrive in a challenging, evolving world.

Role Description:

• Provide leadership for the whole school wellbeing framework, programs, processes and strategies contributing to a positive school culture of respect and care for others.
• Leadership and line management of TLP/FLO program, Aboriginal Education Team and school wellbeing for learning team.
• Leadership and coordination of processes relating to the collection, analysis and use of student and staff wellbeing data.  This includes WEC administration and collection and other data relevant to wellbeing.
• Providing a supportive comprehensive care framework/strategy for all school staff, including supporting induction processes for new staff and ECT’s.
• Providing whole school professional learning in regard to wellbeing.
• Leading a comprehensive care framework/strategy for all school families in regard to wellbeing.
• Provide support, guidance and leadership with the complex case management of students in particular with students at risk.

Wellbeing Leaders: Support for whole school matters pertaining to wellbeing, working in partnership with all facets of the school community to promote positive wellbeing.

Overarching goal: To support a culture that promotes positive wellbeing by engaging, supporting and equipping students, staff and families to thrive in a challenging, evolving world.

Role Description:

• Support a whole school approach to wellbeing and mental health.
• Provide case management and support for students in all aspects of their wellbeing and mental health.
• Work collaboratively with the whole school community to create a supportive caring environment ensuring that wellbeing interventions are established and implemented appropriately.
• Provide positive experiences for students that contribute to the enhancement of student wellbeing, engagement and learning at school.
• Make appropriate referrals for both students and families to student support services or other relevant external services.
• Provide and share relevant wellbeing programs, initiatives and services with students, staff and families.
• Use school wellbeing data to support the planning of wellbeing responses both for individual students and the whole school.

We grow wellbeing by engaging, supporting and equipping students, staff and families, with the skills and dispositions to thrive in an ever-changing, complex world.

We will do this by:

• Empowering (with and through passion)
• Enabling (skills and dispositions)
• Hold (to account/with care)

Our strength is our unity, the wellbeing team trust and support each other to ensure the best possible service to our school community. The role of our team is to:

• Support one another.
• Drive and support our team vision.

Culture is integral and for positive wellbeing throughout the school community.  We aim to support a culture that is:

• Inclusive
• Belonging
• Fun
• Striving for excellence
• Resilient

Student Wellbeing Team Role and Function

• Develop a care package for every student in the school if required.
• Provide guidance on the development of a strong wellbeing framework.
• Develop school process for a thriving community.
• Regularly monitor student wellbeing data to inform responses to wellbeing.

We want our students to:

1. Understand themselves and their capabilities.
2. Engage with learning/school with an ability to self-regulate.
3. Connect with a significant adult.

This will be evidenced through:

• Increased happiness and decreased sadness (less referrals to wellbeing leaders, less behaviour instances)
• Increased self-esteem/self-concept
• Improved academic results.
• Improved attendance/engagement.

Our role with families is:

• Engaging and working together (increased engagement and more effectively)
• Increased communication overall (increased proactive and decreased reactive)
• Families better equipped with wellbeing skills and dispositions.

And our role with our staff:

• To drive wellbeing in the classroom (role modelling, being intentional)
• Focus on staff wellbeing which will be evidenced by less staff absences, increased engagement with our wellbeing culture)
• Driving all staff to have one friend/trusted colleague at work.
• Collaboration and innovation.

NIHS Student Referrals and Student access to the Wellbeing Hub

The following is a guide to how student referrals and access is processed and communicated through the Wellbeing Hub.

Student self-referrals (drop ins)

• Description of Referral
  Students who present to the wellbeing hub for support without a referral from a staff member.
• Process of Referral
  Students will check in through the Wellbeing reception at the front desk of the Wellbeing Hub.  Reception will create a day map entry and notify the class teacher and appropriate LCL that the student is in the wellbeing hub. A wellbeing leader will check in with the student to do an initial assessment of support required and determine the immediate follow up action.
  Once the student exits another DayMap notification will be made stating the exit time.

Student referral by staff member

• Description of Referral
  Staff members identify specific students who are feeling anxious, distressed, or dysregulated and require wellbeing support.
• Process of Referral
  Referring staff members will email dl.0787.wellbeingteam@schools.sa.edu.au and alert the Wellbeing team that the student is requiring support and needs to attend the wellbeing hub for this support. On arrival, the Wellbeing reception will enter a Daymap entry that the student has arrived. Wellbeing leader will check in with the student and do an initial assessment of the support required. Students will be given time to regulate/calm before exiting the wellbeing hub and returning to lessons. If the student is still dysregulated, they will be given additional time.  If still dysregulated after this the wellbeing leader will determine alternative transition or support, which may include early departure to home.
  Once the student exits another Daymap notification will be made stating the exit time and relevant staff notified.

Scheduled Student Appointment

• Description of Referral
  Student or staff member makes a scheduled appointment for that student with a specific wellbeing leader.
• Process of Referral
  Appointments made through Wellbeing reception or Wellbeing leaders will be made at a time that is suitable for both student and the leader. Once this appointment is made a day map entry will be created and appointment details sent to the student, staff member if the meeting takes place in lesson time and appropriate LCL.
  Once the meeting has concluded exit time will be recorded and the student will return to class unless the wellbeing leader assesses the student and requires additional support. This will be communicated to relevant staff members.
  If further appointment is needed, Wellbeing reception will make this with the student and the same process followed.

Wellbeing Referral (Daymap)

• Description of Referral
  Staff members identify ongoing wellbeing concerns for a particular student and use Daymap to submit a wellbeing referral.
• Process of Referral
  Staff members will use Daymap to submit a wellbeing referral. The Wellbeing team will look at all new referrals every Monday morning and allocate appropriate wellbeing leaders to book an appointment with that student through Daymap.
  Once this appointment is made a Daymap entry will be created and appointment details sent to the student, staff member if the meeting takes place in a lesson and appropriate LCL.
  Once the meeting has concluded exit time will be recorded and the student will return to class unless the wellbeing leader assesses the student needs additional support. This will be communicated to the relevant staff member.
  If further appointment is needed, Wellbeing reception will make this with the student and the same process followed.
  Wellbeing team will update the referral with a summary of actions taken and communication as needed.

Norwood International High School hosts short term visits of one to two weeks for groups of students from overseas schools. Programs are tailored for each group and usually involve English lessons, cultural excursions, a school experience program and subjects such as Art, Food and Hospitality, STEM and Physical Education.

Students are preferably hosted by families within the school and the local community. Homestay families are required to provide accommodation and meals, transport their study tour student to and from school each day, and provide packed lunches and snacks during the school week.

The school manages its own homestay program for these Study Tours. It is now a legal requirement that a staff member from our International Programs visits your home to check suitability for having a student. Every person over the age of 18 living in your household will need to have a current Working with Children Check (WWCC). The school will arrange this screening and at no costs involved. At the home visit, more detailed information about the Study Tour will be discussed and you will have the opportunity to ask any questions.

Families who would like more information about becoming a Homestay Family should contact the school on telephone 8364 2299 or email dl.0787.internationalprograms@schools.sa.edu.au.

International students have the opportunity to join the International Student Leadership, a student body who are responsible for representing our international student cohort. These Leaders are instrumental in strengthening student connection to school and supporting wellbeing through a range of initiatives.

Students can also nominate to be an International Student Ambassador which involves supporting the many international guests who visit our school. This may involve assisting with tours of our campus for Overseas Teachers and Educators, or being a buddy for our new International Students or Study Tour students.

Students at Norwood International High School are encouraged to participate in overseas group tours and individual student exchanges. Such opportunities allow them to improve their linguistic proficiency in the language they are studying, enrich their international and intercultural knowledge and perspectives, and develop their leadership skills, self-confidence, independence and personal growth.

Opportunities include:

• Sister School Student Group Trips – Japan, Italy, Germany, Taiwan, Greece
• Sister School and Student Exchanges – Japan, Italy, Germany, Taiwan, Greece Exchange organisations
• World Enrichment Programs – World Challenge Expedition, Global Summits in Japan, Hawaii, NIHS

The school has sister school collaborations for each of the five languages we offer in the curriculum.