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Educational Beliefs


It is well accepted that values are not taught to children, but are imbibed by them from the behaviour of people they look up to, especially parents and teachers.  Talking about values without setting an example, would only teach hypocrisy and artifice.

It is our attempt to create a culture in the class-room and the school, where the values we consider important are naturally absorbed and practiced.  These values are listed below with the wish that parents will practise them at home so that  children are not confused by mixed or contradicting signals. 


Children have an innate sense of justice, which is frequently outraged by unfair treatment.   Those frequently exposed to injustice, become cynical and learn that being ‘good’ does not matter.  It will be our attempt to reinforce children’s natural sense of justice and idealism by giving them as fair an environment as possible. 

Having said that a sense of justice is the most desirable of virtues, we know that life is frequently unfair, starting from the accident of unequal birth to the natural inequalities of genetics.  Our aim is to give our children the sensitivity to recognize injustice; the courage to resist it whenever change is possible; and the wisdom to not let it immobilize them or make them cynical, whenever it must be accepted.


We would like to teach our children to think for themselves and have the courage and integrity to stand up to opposition and authority despite fear of ridicule or punishment.

We will discourage ‘herd mentality’ and the blind following of the latest fads. 


We believe that every human being needs affection and appreciation, particularly at a young age.  It is the responsibility of a child’s home and school to provide these so that the child grows up feeling secure and has a high degree of self-esteem. Affection must be given to every child unconditionally, so that she feels that she is loved no matter what.  The child must be able to take this affection for granted even when she has done poorly in exams or not won the race. 

Appreciation, on the other hand, must be specific and moderated, so that a child does not have an exaggerated sense of herself or her work.   

Our aim is that our children grow up secure and confident but not brash and arrogant.

Concern for other people and civic sense

We would like our children to be concerned about other people; be willing to listen and help in another person’s time of need and behave with genuine good manners in social interactions.  Concern for other people should also extend to a civic sense and care of public property.

Concern for nature and other forms of life

Human beings tend to forget that the planet is home to other species as well, whose claim to the earth is just as valid as theirs, and whose survival is linked to their own.  Being perhaps the most intelligent species, we must show our intelligence not only in technological progress but also in preserving the planet and its many forms of life. 

We would like our children to enjoy nature and thereby have the motivation to conserve it.  We encourage them to develop habits which are environment-friendly.

Aesthetic sense

To live a civilized life it is important for people to have a sense of aesthetics in its widest meaning. It may not be possible for all of us to be artists and performers but we can all appreciate beauty around us, whether natural or man-made.  This may be in the form of a lovely garden, beautiful images, joyful music, or even a well-structured argument. 

Aesthetics and design are also important in everyday life.   From the choice of what we wear and the arrangement of our homes, to the myriad products we buy, design is an element we respond to almost subconsciously.  A well-developed sense of aesthetics will, we believe, go a long way in creating a more beautiful world.

Aesthetics extends to keeping our rooms tidy, our kitchens clean, and our streets free of waste.

Recognition of quality

We would like our children to set high standards for themselves and for others and be conscious of quality in every task they undertake and every choice they make.  To enable this we will attempt to make our children thinking individuals, discerning about the world around them and their own work.

The satisfaction which goes with a job well done is a reward we would like all our children to experience.  It is this, we believe, that should provide the motivation to do anything at all – whether work or play.  Appreciation from others, golden stars, trophies and high marks are external motivators which we will use carefully so that they do not become an end in themselves. 


Besides values which determine character, there are skills which go a long way in determining improved learning and success.  We will attempt to develop these in all our children:

  • The ability to concentrate on tasks undertaken
  • The ability to persevere (self discipline)
  • The ability to think logically and communicate clearly