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Context Statement

 

SCHOOL CONTEXT STATEMENT                                                

Updated: August 2008

School number: 0895

School name: LOXTON HIGH SCHOOL

1.  General information

Part A

Principal:  Mr Kent Spangenberg

Postal Address: PO Box 446 Loxton 5333

Location Address: Bookpurnong Road Loxton 5333

District: Riverland

Distance from GPO:250km                                

Phone No: 08 85847339

Fax No: 08 85847765

February FTE Enrolment	2005	2006	2007	2008
Secondary Year 8	125	139	132	134
Year 9	121	122	144	136
Year 10	118	120	131	125
Year 11	99	116	116	120
Year 12	78.6	69	81	82
Year 12 plus		0.6
TOTAL	541.6	566.6	604	607

  

July Total FTE Enrolment
Male FTE	308
Female FTE	299
School Card Approvals	115
NESB Total	5
Aboriginal FTE Enrolment	20

 

Part B

Deputy Principal:  Ms Julie Ahrens

School e-mail address: info@loxtonhs.sa.edu.au

School website address: www.loxtonhs.sa.edu.au

Staffing numbers

Teaching Tier 1	25.22
Counselling	2.00
Library	1.50
Graduate	0.10
ESL	0.02
Aboriginal	0.20
Special Ed	0.57
Flexible Initiative	1.49

Leadership

Principal	1.00
Deputy Principal	1.00
Coordinators	11.00
Total entitlement	44.11
Ancillary
SSO	286.5 hours
Agriculture	5.0 hours
Total Entitlement	291.5 hours

     

 

Profile

Principal (male)

Deputy Principal (female)

Co-ordinators (5 female, 6 male)

Chaplain (male)

Enrolment trends

The school enrolments have been steadily increasing 2004 -  523 students 2008 - 607 students.

Special arrangements

The school works closely with its feeder primary schools particularly in relation to Middle Schooling, Transition arrangements and Training & Development activities.  There are strong connections in relation to VET between the Riverland High Schools through Futures Connect and the Riverland Trade School.

Year of opening

The School was opened as Loxton Area High School in 1959 and in 1963 the word area was dropped from the School name.  The school is celebrating its 50^th year in 2009.

Public transport access

Loxton is approximately 250 km from GPO and is serviced by a daily bus run to Adelaide.  Buses leave Loxton at 7:45 am and arrive in Adelaide at 11:45 am.  Buses leave Adelaide 5:30 pm and arrive in Loxton 9:15 pm.

The School is 1.6 km north of the town with most staff travelling by car to the school each day.  Students either walk or take buses, drive or are driven to school.

There are eleven contract school buses for students living within the DECS bus areas.  There are also two user pays buses coming from Berri each day.

2. Students (and their welfare)

 General characteristics

Loxton High School, as a country high school, receives many of its students from families who are involved in either broad acre agriculture or horticulture.  Other students come from families who are involved in the professional and service sectors.  There is very strong family and community support for the school of students are from Non-English Speaking Backgrounds, and 3% are from Indigenous families 19% of students are School Card Holders. 

(Pastoral) care programs

The school operates a comprehensive Pastoral Care program of 200 minutes a week.  Home Groups exists from Year 8 to 12.

Three themes run through the Pastoral Care Program:

·         Managing Well-Being

·         Managing Learning

·         Life and Career Education

Outcome Statements

Year 8:       By the end of Year 8 students will  have completed a successful transition to High School, will have strengthened self esteem and self awareness, and will have goals in place for further success in Year 9.

Year 9:       Through a strong focus on Personal Development, Health, Fitness and Self Management students will be better prepared to deal with both school and lifestyle issues in the future.

Year 10:     On completing the Year 10 Home Class program students have identified their own strengths and weaknesses and will have developed personal skills to support self management at Senior School.  They will have identified and researched possible employment or career paths.  They will have made informed choices in selecting subjects for years 11 and 12.

Year 11:     On completing the Year 11 Home Class program students will have completed a unit in Work Education. Students will have developed their understanding of work and will have successfully completed work placement.  Students will have developed a Resume and gained work seeking skills.  They will have a plan in place to complete SACE or access work or further study options.

Year 12:     By the end of Year 12 students will be prepared for the transition to life beyond High School.  They will have developed independence and the ability to take a positive role in society.

Support offered

The school has two Student Counsellors (one male and one female) and a School Chaplain.

Year 11 students have the option to be involved in a Peer Support Program working with Year 8 students in Terms 1 & 2.

Year 9 students can be involved in the Active 8 Program, linking to Guides SA and Scouting SA through Future Leaders.

The comprehensive Home Group program, and the relationships between Home Group teachers and their students, significantly enhances the support and care for students.

Student management

Student Behaviour Management is coordinated and supported by Year Level Coordinators, the Deputy Principal, and the Principal  The Student Behaviour Management policy supports staff in providing a safe, productive, positive, and orderly working environment.

Students have a school diary as a major method for organisation and communication.

A withdrawal facility supports staff and students in negotiation should there be after inappropriate classroom behaviour.  The support of parents is fostered in Behaviour Management.

Student government

Students are represented by two elected student bodies, the Senior School Prefects and the Year 8-10 Student Representative Council.  There is liaison between the two groups.  Student representatives serve on Governing Council and various other decision making bodies in the School.  They organise whole school assemblies, fundraising activities and special school activities.

Special programmes

Peer Support  Year 10 students are trained at the end of each year and from this group at least 24 students are chosen or choose to work with the new Year 8 intake as leaders.  This program is run during Terms 1 & 2.  This can be given credit toward SACE or taken as a general interest program.

Boys Challenge & Girls Challenge  the focus of both programs is the building of confidence and self esteem.

Volleyball  is developing as a major focus within the school with teams competing in the Australian Schools National Volleyball Competition.

Active 8  the focus is on building leadership capacity and community involvement.

Pedal Prix  is the focus of a Year 10 Technology Studies class.  Students from other year levels can also be a part of this program.

German Language Exchange Year 10 and 11 German Language students are given the opportunity to attend school in Germany for nine weeks.  This program is a reciprocal one and also involves hosting students from Germany.

 3.             Site Learning Plan

Strategic Direction	Objectives
Improve engagement and wellbeing	Implementation of outcomes from the review of Home Group programs Enhanced engagement of students in the senior years Improved attendance and engagement of Aboriginal Students Broaden parent voice Further develop citizenship and community links
Excellence in learning	Increased student success in literacy, numeracy and science Utilize information and communication, technologies to enhance and develop pedagogy Undertake a whole school review Develop strategies for recording and using SACSA data Implement Future SACE Further develop personalised learning
Building workforce capacity	Improve staff skills and knowledge of ways to utilize information and communication, technologies to enhance and develop pedagogy Develop staff career planning processes and leadership development opportunities Provide opportunities for self review Develop opportunities for Aboriginal employees
A sustainable system (Facilities)	Improve access to information and communication technologies Undertake a capacity study and review use of space Review processes for maintenance of specialist equipment Undertake the development of new facilities and infrastructure

 

Recent key outcomes

Individual Learning Plans  All students in Years 8-10 have their own portfolio which has been developed and stored electronically.  In 2008 the school is undertaking a pilot in the future SACE Personal Learning Plan.  The school is well placed to refine current practice in relation to this pilot.

 LAN Test (Year 9)  This test was successfully introduced this year and the data analysed extensively.  Whilst the school’s results for both literacy and numeracy were well above state averages they confirmed the focus on literacy the school has embarked on through the Stepping Out program.

Moving Forward With SACSA  Literacy, Numeracy, Science and Mathematics have been significant foci over the past three years with the school involved in many projects including the Australian Schools Innovation in Science, Technology and Maths program (2 projects), GrowSmart and the Science and Engineering Challenge.  Our students won their state final of the Science and Engineering Challenge and placed sixth in the national final.  Our school has been invited to be part of a three year Australian Research Council Project focusing on Mathematics and more specifically statistics (Statsmart).  Our school was also thrilled to have one of our Year 10 female students awarded a Maurice de Rohan Scholarship to study science for two weeks in London.

Senior Schooling.

Flexible Learning The school has again chosen to fund a Coordinator position in Flexible Learning.  The primary function of this role is to further develop learning programs which meet the needs of identified students in Years 11 and 12 in order to increase the likelihood of them gaining their SACE.

 Future SACE  All leaders within the school are well versed on the philosophy and structure of the future SACE.  The principal is also a member of the Senior Secondary Reform Committee.

 

Learner Wellbeing

Focus on Bullying A whole school Bulling Action Plan has been implemented.  Included within this plan in the twice annual surveying of students in relation to their safety and wellbeing.  Students identified as bullies undergo extensive counselling and re-education.

 Child Protection Curriculum In 2006 the school participated in a pilot for the Child Protection Curriculum and in 2007 staff undertook further training in this initiative.  This curriculum has been implemented throughout Years 8 to 12 through both the Health and the Pastoral Care Programs.

 Beyond Blue The school has continued its involvement with Beyond Blue.  Our current Year 12 students have been involved in a five year longitudinal study which tracks their resilience and well being as they move through adolescence.  Staff have a heightened consciousness around well being including the issue of adolescent depression.

Inquiry Our inquiry around learner well being centred around the engagement of students and particularly those at risk of leaving school early.  New curriculum has been developed including a technology based subject entitled “Wheels In Motion”.  The school Active 8 program has also been expanded for 2008 and will involve some forty students.

The development of new facilities

Over the past four years, the school has been involved in a significant building program to the value of $7million.  Included within this program have been new Science Laboratories, Art Rooms, Resource Centre, Administration area, and Gymnasium.  Technology Studies, Fabrics and the original Main Building have been significantly upgraded.  Currently, the Home Economics Centre is undergoing a $300,000 refurbishment.

Futures Connect

The school has a strong commitment to VET as evidenced by the Year 11 VET Pathways Program.  The school, in conjunction with the District has won a National VET in Excellence Award for its Nursing Pathways Program.  The school is currently looking to develop stronger connections with the Transport Industry.

 

4.         Curriculum

The school has a very strong academic focus with approximately sixty percent (twice the state average) of students choosing to study at university following Year 12.

MIDDLE SCHOOL CURRICULUM

At Loxton High School the Year 8, 9 and 10 Curriculum is based on the South Australian Curriculum Standards and Accountability Framework.

 

Each year all students will study subjects in the areas of curriculum listed below:

English

Mathematics

Science

Studies of Society & Environment

Health & Physical Education

The Arts

Technology

Languages other than English - German

                   (optional in years 9 &10).

 

The aim of the Middle School Curriculum is to provide a broad and balanced range of experiences to enable students to enjoy their Middle Years education and to enable them to lay a solid foundation for their Senior Years of Schooling.

 

In Year 8 students study a common core curriculum.  Identified students study German as a second language.

 

In Years 9 and 10 there is a common core with some choice of subjects within a prescribed pattern.

 

Resilience and Personal Development are the foci of Year 8 and 9 Pastoral Care with Work and Career Education being the focus of the Year 10 Pastoral Care Program.

 

The school has a concert band and instrumental music tuition is available to identified students.

 

SOUTH AUSTRALIAN CERTIFICATE OF EDUCATION

 

The S.A. Certificate of Education (SACE) introduced in 1992 involves a pattern of requirements at Year 11 and Year 12, compulsory studies and assessments, a certificate of completion of secondary education, and higher education entrance requirements.

 

The SACE has been developed as an integrated, two-year pattern of studies.  The certificate is awarded for the successful completion of a set of requirements.  These requirements cover studies at two levels (Stage 1 and Stage 2) which students will most commonly take and complete in Years 11 and 12 respectively.  Subjects offered within the SACE program at Loxton High School are:

 

STAGE 1

Applied Science Art Biology Business Studies      Chemistry Child Studies Community Studies CADD Design Drama Energy Technology Forensic Science Geography German Hospitality Independent Living

Info Processing & Pub Legal Studies Materials Technology Maths Applications Maths Studies Modern History Music Office Administration Outdoor Education Peer Support Photography Physical Education Physics Sustainable Futures Work Education

 

A Vocational Education and Training pathway is offered to some Stage 1 students.  These students gain dual accreditation (ie SACE and Certificate Levels 1 & 2) and undertake significant blocks of work placement throughout the year.

STAGE 2

Art Practical Australian History Biology Business Studies Chemistry Child Studies Design Practical English Studies English Communications Geography Studies German Modern History Info Process & Publish

Materials Technology-     Wood, Meta, Photography Maths Applications Maths Methods Mathematics Studies Music Nutrition Studies Physical Education Physics Specialist Maths Tourism Visual Arts Vocational Studies

 

The purpose of this approach to senior secondary education is to ensure that students undertake a coherent range and depth of study that is within the reach of all students.  Students receive intensive counselling during Year 10 about the SACE requirements and their subject choices.

Open Access

The School uses this service depending on need.

 

Special Needs

Years 8 & 9 English and Maths are aligned on the timetable to enable student learning needs to be better catered for.  This enables a small group needing additional help to be catered for.

Year 10: students can elect to undertake an Extension Maths program.

Year 10: Girls Challenge and Boys Challenge courses has proved popular and effective.  Boys Challenge was a new curriculum offering in 2003.

Year 11: a modified English program English Applications is offered to students, particular in the VET Work Placement stream.

Negotiated Education Plans are developed for those with Special Needs.  The school has a Co-ordinator in Special Education and four SSOs working specifically with students with learning difficulties.

The school has a Coordinator position dedicated to providing our gifted students with an enrichment program.

 

Special curriculum features

Home Group at Year 9: Excursion to Monarto Zoo

History at Year 9: Excursion to Ballarat

Outdoor Education at Year 10: Canoeing - 60% of students select this.

Outdoor Education at Year 11: Advanced Canoeing & Bushwalking  30% of students elect this.

Community Studies both at Stage 1 & Stage 2.

Agriculture at Year 8 & 9's: 1 semester during the 2 years.  Interest is strong in Junior School.

Environmental Education has a strong focus within the school's curriculum.  The school has won KESAB Awards for Environmental Education.

Pedal Prix. at Year 10:  This has a particular focus in Year 10 under the auspices of Technology Studies.  However, the program is open to all students.

Vocational Education and Training pathway at Year 11.   This includes Nursing, Child Care, Tourism, Automotive, Hospitality and Transport.  The school has a number of students currently undertaking School Based Apprenticeship and Traineeship.

Active 8, at Year 9 the school has been involved in this program since its inception.  The focus for the program is leadership and community service.

Teaching methodology

The basic aim is to cater for all students as individuals and to provide opportunities and pathways for them to succeed.

Classroom School Service Officers provide strong support for students with learning difficulties.

Strong commitment to retaining smaller class sizes in junior years.

ICT is integrated into the curriculum with each curriculum area taking responsibility.  This has been accelerated by the employment of an IT Technician.

Programming assessment and reporting utilises Rubrics and teaching methodology is based on the 4MAT model of learning.

Assessment procedures and reporting

The school believes that assessment and reporting are integral to the teaching and learning taking place within each classroom.

Loxton High School has a policy of continuous non-graded assessment in Years 8-10.  We believe this allows students to develop to their full potential without the stigma of failure.

The school has developed its assessment practices based on the use of Identified Learning Outcomes.  It has also developed its own computerised reporting format.

Senior School reporting utilises the grading systems of SACE and SSABSA.  Additional information is provided through the use of continuums focussing on levels of effort and achievement.

As a school we believe that these forms of assessment have contributed greatly to retention and full involvement in the SACE.

In Years 8 to 10 Term 1 reporting is in the form of an interview afternoon/evening. This provides direct parental/teacher/ student contact.  In Terms 2, 3 and 4 written assessments go home to parents.

In Year 11 three written and one oral report and an interview evening are provided for families.

In Year 12 four written reports and an interview evening are provided for families.

Joint programmes

Auspicing arrangements are in place with the Murray Institute of TAFE in relation to the accreditation of VET modules.

Year 11 VET Pathways students undertake 7 weeks of Work Placement within the local community.

5.     Sporting Activities

Loxton High School values commitment and participation and so students take part in a wide range of sporting activities.  Loxton High School has a long record of success and is acknowledged as one of the top Athletics Schools in the State.  There is a very high level of student and staff commitment to and participation in athletics in Term 1.  The School successfully competes in interschool carnivals in both swimming and athletics with other Schools in the Riverland area during this term, as well as State Secondary Schools Sports Association events in Adelaide.

Throughout the remainder of the year there is a strong commitment to Knock-out sport, Cross Country competitions, triathlon events, pedal prix and volleyball.

6.  Other Co-Curricular Activities

General

The school has a long tradition of staging school musicals.  These are professional productions and are staged in Term 3 of each year.

School Band rehearses weekly and performs at public events.  Students are also invited to be members of the Riverland Stage Band.  The band competes in Eisteddfod.

The Ministers Fraternal organise school visits from various Christian based groups.  The Chaplain runs a breakfast program.

The school’s major fundraiser for the year is the annual Continental which is held in Week 4 of Term 1.  This event enjoys widespread community support.

Special

The school is the focus of the community and frequently participates in such events including Anzac Day, Remembrance Day, Loxton Lights Up, and the annual Mardi Gras.

The school has on two occasions been awarded a SA Great Award for its focus on Youth.

 

7.     Staff (and their welfare)

Staff profile

Staff are required to be flexible and multi-skilled.  All the teaching staff are specialist subject teachers.  Historically there is not a high level of staff turnover.  Staff support is provided in line with the School’s Performance Management Policy.  There is a strong focus on Training & Development.  Further support for staff is provided through a faculty and year level organisation with all Coordinators having responsibilities of both a curriculum and whole school focus.  Morale at the school is exceptionally high.

Leadership structure

The leadership configuration includes Principal, 1 Deputy Principal, 11 Coordinators (6 male, 5 female) and an Administration Officer.

Staff support systems

The school has a well developed induction program.  New teachers are paired with a buddy to allow induction to be smoother.  Faculty heads provide high level support via faculty meetings or individually.

Staff utilisation policies

Staff recruited to the school are required to have the knowledge and skills necessary to teach in the range from 8-12.  Staff are supported through Performance Management to undertake the teaching of classes at both senior and junior levels.

Tier 2 salary is used to purchase additional teaching staff and SSO hours to support students identified as having learning difficulties or disabilities.

Staff are encouraged to be multi-skilled and ongoing in their acquisition of both knowledge and skills.

Access to special staff

The school works closely with the Riverland Interagency Referral Team in support of students with learning and social/emotional difficulties.

There is a close working relationship with local doctors aimed at supporting students with social and emotional needs.

Instrumental Music Teachers conduct lessons at the School on a weekly basis.

 

8.      Incentives, support and award conditions for Staff

Complexity placement points         0.5

Isolation placement points              4.0

Housing assistance - Rental subsidy 10%

Cooling for school buildings - Refer to School Facilities section below.

Cash in lieu of removal allowance

Teachers in bands 1, 2 and 3 at Loxton High who complete 7 years service in a school that attracts 2.0 or more Base plus Isolation Placement Points will receive an allowance based on the cost of removal from that location to Adelaide.  This will be paid, on a claim basis, for up to 4 years, for ongoing service.

Medical and dental treatment expenses

Employees who reside outside the Adelaide metropolitan area by virtue of their employment are eligible for reimbursement of certain travel and accommodation expenses incurred when obtaining appropriate medical or dental assistance.  Time is also allowed for necessary absence from duty.  Teachers are eligible for the first 7 years in any locality, provided they teach at least 0.4 time.  (See Award clause 17 for details.)

Relocation assistance

On relocation of permanent headquarters due to placement or promotion, death or retirement of an employee, various forms of assistance are provided:

•  reimbursement of travel, overnight accommodation and appropriate meals

• payment of removal costs (or storage for remote schools)

• provision of insurance cover for furniture and effects while in transit

• allowances for packing and accelerated depreciation of furniture.

Contract teachers are entitled to the items in the above list, at both the beginning and end of their contract.

There are various conditions applying to these benefits.  (For additional details, contact the Removals Officer, telephone (08) 8226 1065.  See also Commissioner’s Determinations 6, 9 and 17.)

Principal’s telephone costs

Principals appointed to schools outside the Metropolitan Planning Area and who live locally are entitled to reimbursement of the cost of basic rental and the cost of official calls.

9.     School Facilities

Buildings and grounds

The school is recognised as being one of the most attractive in the state having undergone an eight million dollar redevelopment and set in highly aesthetic grounds.

The School has 7.78 hectares of property with the main school complex being on the south side of Bookpurnong Road and the Agriculture block on the northern side.

The School has an extensive and well maintained school oval, synthetic grass tennis and netball courts and a new gymnasium.  The Loxton Community Theatre is on site and provides an assembly area and Drama facility.

The Redevelopment project has provided the school with new Science Laboratories, Art classrooms, Resource Centre, Staffroom and Administration area.  Technology Studies and Drama have also being upgraded within this project.

The School community is highly supportive, keeping the environment pleasant.

Cooling

All classrooms are air conditioned.

The Riverland experiences significant extremes of summer and winter temperatures and air conditioning is vital for effective learning.

Specialist facilities

Specialist facilities include a modern Resource Centre, and four computer suites.  Other specialist facilities include:  Technology Studies, Home Economics, Drama, Music, Gymnasium and a Theatre.  The school oval is extensive and hence underpins a strong athletics program.  Beach volleyball courts are currently under construction.

Staff have extensive access to ICT.

Student facilities

The school Canteen provides a wide range of nutritious and appropriately priced food.

Year 11/12 students have access to a supervised private study room.

Staff facilities

Apart from a comfortably appointed staffroom, all teachers have modern office areas for preparation and marking.

Access to computers is available.

Access for students and staff with disabilities

Specialist Teaching Areas and some classrooms have ramps to allow wheel chair access. 

Access to bus transport

Students who live >5 km from School are eligible to DECS bus transport.  Staff have access to buses for excursions from a local contractor.  The school also owns its own bus.

10.   School Operations

Decision making structures

Opportunities for staff participation in decision making are provided through general staff meetings and a committee structure.  The school has a Leaders Committee comprising all leadership positions and any staff member who is interested.  The committee meets fortnightly.  On policy decisions, the staff reach a consensus.  Staff can choose to contribute to the many and various school activities according to their interest with the understanding that all Staff will be members of at least one committee.

Governing Council and its sub committees, have Parent, Staff and Student membership and play a role in policy development, decision making and school management.

Core Values

Students at Loxton High School receive a strong values based education.  The school’s five Core Values of Respect, Trust, Optimism, Commitment and Support underpin all aspects of school life and the positive culture that pervades the school.

Regular publications

Daily bulletins are produced for both staff and students.  Minutes and agendas of all meetings are published.  Staff memos are published as and when the need arises. 

Newsletters are produced every two weeks for parents and community members.  The local media, including print, TV and radio place a high focus on school events often filming and interview participants.

A staff member writes a weekly column for the local paper.

A committee of staff and students publish an annual school magazine.

Other communication

Staff meetings are held weekly and rotate between General Meetings, Year Level Meetings and Training and Development Meetings.

Faculty and standing committees meet regularly.

Numerous well attended parent information sessions are held throughout the year.

School policy and procedures are updated annually and are accessible on the administration network.  Senior and middle school course booklets are produced and outline curriculum offerings and pathways.

Email is an accepted practice for communications, both within the school and between school and the wider community.

The school website has recently been redeveloped and is highly informative.

School financial position

The school is in a sound financial position.  Curriculum budgets are managed by faculty leaders and are three year rolling budgets.  This has allowed the long term planning of acquisitions and astute decision making.

The annual Continental is our major fundraiser and generates approx $25,000 per year.

Special funding

Special funding comes under the auspices of the Global Budget.  Included within this is funding through the Australian Government’s Country Areas Program which is targeting isolation.

In kind support through local organisations is a further aspect of the school’s budgetary processes.

The school has been successful in gaining additional grant monies including Investing in our schools funding for the redevelopment of Home Economics.

11. Local Community

General characteristics

The School is located on the northern outskirts of the town and 40% of the students travel to School by bus.  The School coordinates the 13 buses which service the various schools.  The community maintains strong traditions underpinned by its German and Soldier Settler heritage.

Parent and community involvement

The school is seen as the hub of community life and is both well supported and perceived to be accountable.  There is a high level of cooperation between local schools.

Many young people move away from the area to attend university, further their post secondary education or seek employment.  In recent times apprenticeships and traineeships have become more available to those students wishing to remain within the district.

The community is well served by numerous sporting bodies, churches, and other community interest groups and service clubs.  These activities spread across the wider Riverland.

The community is a fairly traditional one and has high expectations in the area of School Uniform, Sporting involvement, Prefect / SRC, general behaviour, and involvement in Community activities.  The school fosters in its students a spirit of generosity and a sense of belonging.

Governing Council and the Parents in Partnership provide parents with the opportunity of being involved actively with their School’s program.  These groups meet monthly and have student representatives on them.

Sub-Committees of Governing Council include Grounds, Finance, Curriculum, Fundraising, and Canteen and parents are invited to be involved.

Each year a Continental is held mid 1st term  This is the School’s main fundraiser and enjoys wonderful support from the Community.

Feeder schools

The School services students who live north of the School to Berri, east to Taplan, south to 60 km and west to Wunkar, Moorook and Kingston-On-Murray.  Many of these students travel to school by bus or private car. 

Loxton High School works in close cooperation with other local schools.  The secondary cluster consists of Glossop, Loxton, Renmark and Waikerie High Schools.  In the Feeder School cluster a close liaison has been developed with the 4 Government and 2 Non-government primary schools in particular in relation to Year 7 to 8 transition; staff work collaboratively in the areas of curriculum development in Training and Development and in the sharing of resources.  The Year 7 to 8 Transition Program has developed into a Middle Schooling Focus Group.

Other local care and educational facilities