FAQs

At Nalanda, we believe that parents best understand their children’s food preferences. Also, the food cooked by a parent contains warmth and love, along with nutrition and hygiene. For example, a parent would be better aware of their child’s food allergies and will take necessary precautions. We also believe that the objective of our school is to provide quality education, which requires enough time to plan and implement.

The strength of our classes is kept limited to ensure that the educators can offer direct personalised attention to all aspects of children’s growth and development. This also helps them to know the children better, and they can further help the children in overcoming their limitations. It develops a strong bond between the students and educators.

The pre-school programme at Nalanda is designed in such a way that the children are given enough comfort and love from the very first day of school. Nursery classes start one day before the other classes of pre-school to ensure there is enough manpower and attention given to each child. Moreover, we also believe that such mother-toddler programmes build false expectations in children. They look forward to seeing their mothers at school every day, and the separation anxiety continues for a longer period of time.

We do not have the system of half days at Nalanda for any students, under any circumstances. Having a full working day from the first day of school gives children a clear understanding of time and duration of staying away from parents. It helps them to settle better in the school for a full day, from the very first day.

The contribution of both parents is equally important in the overall development of the child. It helps in understanding the issues/hurdles the child is facing in academics as well as non-academic aspects. It also enhances the bond between the parents and child, as the student observes that both parents have taken out time to be there for the meeting to know the progress of the child.

School is the second home for every student. The influence or impact of their own home is what forms the base of their behaviour and adaptability in school in various situations. The class teacher visits the home to understand the kind of environment and support of parents/grandparents for the student. This enables the teacher to better guide them throughout the year for overall personality development.

The school has naturally ventilated classrooms surrounded by greenery and nature. There is a natural breeze most of the time, even during hot summers. ACs tend to circulate the same air within a room which could result in spreading of infection, etc. among the children.

• To keep parents informed about the latest curriculum progress as well as ensure that the school’s and parents’ methods are aligned.
• To help the parents monitor their children even when they are not involved in direct teaching of the content.
• Our studies have shown that children of those parents who attend parents' workshops, consistently perform well in class, and get better grades.
• To help parents understand the methods followed by the school in case they need to help their child at home.

Punctuality must be a regular habit and any late coming must have consequences. It prepares students for life. Moreover, if we allow for one person’s emergency, the list of ‘genuine reasons’ will be endless and whose authenticity cannot be verified by the school authorities.

If a child is unwell after they reach school and has a medical emergency, then the parents are called up and informed. They are permitted to come to the school and pick the child up. Meanwhile, basic first aid is administered. In case immediate care is needed for the child, the school arranges to take the child to the hospital and parents are consulted for the same.

There is an Emergency Response Team (ERT) in each section headed by the section in-charges. Depending on the type of emergency, the action is planned and executed. Regular evacuation drills are conducted to make students and staff aware of the movement from the building to the assembly point and then to the buses.

The school follows a Continuous and Comprehensive Evaluation System. In case the educator realises that the child is unable to cope with the concepts taught or has not performed up to the mark, the school meets the parents and keeps them informed, as and when required.

• Focus on project-based learning.
• Emphasis on language and communication, especially English.
• Fosters holistic development.
• A strong foundation for competitive exams in future.

The school functions in four buildings (i.e. four sections): Pre-school [Nursery, Junior K.G. and Senior K.G.], Junior School [Classes 1 to 4], Middle School [Classes 5 to 8] and Senior School [Classes 9 to 12]. Each section has section-specific staff - a principal, educators, front-office staff and peon. The students do not leave the building except for their sports or activities which are monitored by sports staff and activity in-charges respectively. At all times, the students are under the supervision of responsible adults within the section. The movement of students outside the section for any reason, is with the teacher-in-charge and is known to the principal and class teacher.

We follow a mother-teacher concept. The bonding of the students with their teachers is found to be strong due to the time spent apart from academics on various events, camps, field trips or night-outs. The timetable has two home period slots every day and a class teacher period in a fortnight for every class. They have their lunch with their class teachers every day. The students are observed by teachers during the bus ride and on all occasions at school. Any deviation from the conventional or expected behaviour observed is addressed to the parent and student in a personal meeting at school to understand the situation better. If need be, they are referred to the qualified counsellors for further counselling.