Foundation · Nursery to Grade 2 · Ages 3 – 8
Where school starts to feel like
belonging.
Settling in, falling for stories, learning through play. The day is warm and unhurried — a Mother Teacher and a Co-Teacher who know every child, and a room set up for curiosity.
How school feels in the early years
Wonder·Play·Belong
How a child feels about school gets decided here.
Whether they will put a hand up. Whether they ask when they do not understand. Whether they see school as a place they want to be. That gets set in the first year or two, and it is hard to shift later.
So we go slowly
We slow down where it matters, so learning remains meaningful and every child gets the attention they need.
No tests
Learning is observed continuously, without formal tests.
A room to settle
For as long as a child needs, on the first mornings
What we watch
Settling in, language, confidence with others
Play is the work, at this age.
Everything is hands-on, story-led and sensory. The aim is a child who loves coming to school, and who is ready — when the time comes — for the structure of Grade 1.
- Ages
- 3 – 5
- Ratio
- 12:1
- Class size
- Up to 25
- In the room
- Mother Teacher + Co-Teacher
- The day
- 8am – 3pm, Mon – Fri
- Half day
- Nursery and K1, up to 12:30
The areas we explore
Language arts
Early reading, talk and listening.
Phonics
Sounds before spelling.
Numeracy
Counting, sorting and pattern — with real objects.
EVS
The body, weather, plants, the everyday.
Story & rhyme
The heart of the day — books, songs, circle time.
Hindi & Kannada
Introduced gently, through song and play.
How we teach
- 01Activity-based
- 02Play-based
- 03Story-led
- 04Sensory-first
- 05Language-rich
- 06Gentle progression
How we see progress
Tests
None. We watch and note.
Journal
A termly learning journal, shared with you
Conversations
Regular and easy, with your child's teacher
Nobody is made to walk in before they are ready.
For many children, the first day of school is also the first time they step away from home. Before a child can learn, they have to feel safe. So a crying or anxious child is never rushed into a classroom — they go in when they are ready, at their own pace.
Music
Playing softly
Toys
To settle with
Rest
A place to lie down
A teacher
Stays with them
Before a child can truly Think or Build, they first need to feel that they Belong.
Children move at different speeds. The plan allows for it.
If a child needs more time
Remedial classes and a Special Educator give extra time and a different way in, with regular check-ins. Support, not labels.
If a child races ahead
Olympiads in five subjects, plus extension tasks that go further rather than faster.
Every week, for everyone
A library visit — choosing a book stays a small ceremony.
Sport, the arts, clubs, STEAM and field visits sit outside the syllabus and run through every stage — see what a child does beyond books.
Meet the teachers your child would have.
Spend a morning with us — watch a circle time, see the Settlers Room, and meet a Mother Teacher. No rush, no pressure.