Sandepani - The Stress free and innovative School

Sandepani school is a self-governing school founded in 2004 with a holistic, research based and stress-free approach to education and skill development . While following ICSE ( India ) and IGCSE (Cambridge, UK) academic curriculum, Sandepani facilitates conceptual education, creative thinking and stress free academic interventions through its meticulously researched and its highly experimental environment.

Sandepani was one of the first schools in India to adopt continuous comprehensive evaluation of students at its inception in 2004. This experiment was quite ahead of its time and was met with strong resistance from the parent community who wanted the continuation of the conventional educational approaches meant to solely obtain results for examinations. This concept was later introduced in 2008 Right to Education (Amendment) Act for all CBSE schools in India. However, CCE was a failure in India. The original intent and the best CCE models of the world was to make individual roadmap for the children through continuous observation of the strengths and weakness of the children. In this way, the creativity of a child can be assessed and the best of the child brought by individually providing the child with the exposures he/she requires. This however was not followed in India. Instead of utilizing it as an opportunity for studying the children, CCE was interpreted by schools as subjecting the children to continuous examinations. This defeated the very purpose of the Act and enshrined the centrality of examination further. Experts agree that another reason why continuous comprehensive evaluation failed its objective was because of the large number of children in a class which makes it impossible for individual attention. Sandepani is one of the very few institutions which has the best CCE approaches in the country, modeled after years of expertise in creating strategies for children.

The fundamental Institutional difference of Sandepani from the other schools is its highly inclusive model of governance, consisting parents, teachers, the institution and a creating a highly responsible peer for creating holistic support systems for the children. This involves the active participation of Parents, teachers and students to create a mutually interdependent ecosystem which studies children not just on an academic level, but also on social, emotional levels. Therefore, no problems of our children escape our scrutiny, enabling us to create workable strategies for each children individually, involving parents, institution and peer support for the children. Through this approach, we create solidarities with each other which supports each other, making them empathetic, responsible, kind and intellectually and emotionally intelligent human beings, capable of sharp emotional and social judgments from a very young age.

At present we offer Pre-primary classes and classes from I to X

Philosophy Statement
In this fast changing world, paradigm shifts happen in every few years with the permeating of new technologies affecting every aspect of our social, economic, intellectual and political life. It would have been impossible before ten years to predict the kind of changes that internet made possible in our life. It will be impossible to predict how the future will be shaped by futuristic technologies. One thing is however certain that our approach to education which is based on retention and reproduction of knowledge will become redundant. In a world where every information can be accessed through a fingertip, our search for skill and intellect will cease to be on consuming texts, but rather would be in understanding the subtexts of our knowledge. The emphasis will shift to innovation, creativity and concept development of ideas.

On academic enquiry, our approach is to enable the child to explore the underlying concepts behind academic facts and draw its application to the solutions of day to day social, economic, scientific and political problems of the day.

Our outlook on holistic education
In our worldview, emotional well being, empathy, happiness and other essential qualities of a person as welfare and development is not a pale reflection of academic achievements. Each of the above have their own realities, having its own inner logics and its own personal histories. Creating an exemplary human being is not the work of merely academics, but a holistic solidarity of all emotional, social and creative components. This is the basis of our holistic education.