Our New School

Why VIBGYOR ?

Learning System

The wholesome development of a child is the driving force of our entire team. And since starting early is better than catching up, we commence this initiative right from the primary level. Grades 1-4, therefore, employ a carefully constructed approach to child care and education. Every grade is a foundation to the next, and the curriculum works in accordance with that: cautiously shaping a child’s perspective to accommodate for and adapt to change.

For primary school, our focus is on:

  • Building on a learning curve: VIBGYOR High lays emphasis on the overall intellectual, aesthetic, physical and cultural growth of the child.
  • Introduction to a foundation course: This is designed to introduce cultural differences and recognise the need to adapt.
  • Building academic challenges: Every step of the way is meant to draw the children closer to adequately handle the Indian Certificate of Secondary Education (ICSE), CBSE (Central Board of Secondary Education) and the International General Certificate of Secondary Education (IGCSE) examinations.

During these formative academic years, we work consistently towards empowering our students for the real world. For this, we emphasis on:

  • Well-researched projects.
  • Field trips.
  • Augment classroom instructions for the development of positive attitudes and healthy habits.
  • Create an environment where students are encouraged to question, hypothesise, analyse and be creative.

Inclusive Education

Inclusive Education forms the foundation of our learning system. The process of Inclusive Education is the act of including students of similar chronological ages in the same classes. Our Inclusive Education policies are in tune with the Ministry of Human Resource Development and UNESCO. The aim of inclusive quality education is to put an end to all forms of discrimination and thereby foster social cohesion.

Our Inclusive Programme is mentored and monitored by the Resource Team -- a multidisciplinary panel of professionals who plan and implement individualised education programmes for students with special needs. They have the expertise in adaptive curriculum and co-operative learning. The Resource Team addresses behavioural and cognitive problems, while carefully monitoring the students to assess their level of disability.

After analysing the student's needs, different diagnostic tools and behavioural modification techniques are used to develop the personal, educational and social skills of the students. This is done in close collaboration with teachers, parents and school administrators.

The Resource Room consists of a Counselling Centre that provides vocational and professional guidance to all students. The team also initiates counselling programmes to help motivate the students to achieve academic excellence.

Inclusive Education

The services we provide under our Inclusive Education programme include:

  • Educational assistance for students with special needs.
  • Psycho-educational assessments.
  • Therapeutic-counselling services and re-mediation programme.
  • Curriculum based ‘life skills programme’.
  • Vocational guidance programme.
  • Workshops, awareness and training programmes for the school community.

Curriculum

We offer ICSE (Indian Certificate of Secondary Education), CBSE (Central Board of Secondary Education) and IGCSE (International General Certificate of Secondary Examination) curricula. Our learner-centric pedagogy approaches each child as a separate entity, as opposed to the conventional class-oriented approach. Our teachers guide students along every step, encouraging them to experiment and come upon their own strengths and weaknesses themselves. Students are put in an environment that catalyses their academic, physical, emotional, spiritual and intellectual growth. Keeping with our inclination towards quality and not quantity, a consistent ratio of ten students to one teacher is maintained, allowing adequate time and attention for each child to actualise the full capacity of his/her potential.

We push ourselves constantly to devise unconventional methods that are both interactive and spread over a wide spectrum of topics; our objective is to develop a sense of context and objectivity in our children to equip them for larger challenges. Furthermore, a ‘Life Skill's Unit is included in every academic year, keeping the children persistently acquainted with a just, objective vision of society.

Our unique curriculum is geared to:

  • Map and initiate progress both personally and academically
  • Create bench-marks for achievements that act as motivational tools
  • Diagnose and work with learning disabilities
  • Facilitate instruction and ease curriculum decisions
  • Assist students with their own progress
  • Provide guidance for parents

Culminating Activity

Culminating Activities form an integral part of the VIBGYOR High learning process. These activities are a part of the regular curriculum plan. Culminating activity includes a well-thought and organised conceptual network of skills, which essentially is an exhibition of student's understanding of the topic.

'Understanding' here is defined as the ability to use knowledge in novel situations. We believe macroscopic is better than microscopic, and we encourage and motivate our student to use knowledge as a reflective tool for making judgements rather than just assimilating isolated facts about various topics.

In the concluding part of teaching units, a Culminating Activity is held for both the primary and secondary sections. The Culminating Activity covers topics related to languages, science and social science.

To make this process easy, teaching aids and worksheets related to the unit are displayed in the classroom. Further, as a gesture of encouragement we exhibit student's art work, class activities and project work on all subjects pertaining to the unit during the activity. The objective of this activity is to showcase student's work and consolidate their learning. In this process, we also involve parents, who are invited to view the work done by their children and are encouraged to be proactive in these events.

Culminating Activity

Philosophy

We ensure that the curriculum encompasses student’s abilities, needs and inherent potential. At VIBGYOR High, we understand our students by recognising their talent. Our curriculum is based on Dr. Howard Gardner's (Harvard School of Education) Theory of Multiple Intelligences.

VIBGYOR High offers:

  • Balanced curriculum that incorporates arts, self-awareness, communication and physical education along with regular studies.
  • State-of-the art infrastructure facilities, which are built to favour the harmonious growth of a young mind across several disciplines

We ensure that every child is equipped to develop his strengths and latent potential to match global levels.

Philosophy

Policies

Each child is unique and requires a different texture of attention. This individuality needs to be both celebrated and reinforced through focused guidance and steady opportunity during their developing years.

At VIBGYOR High, inclusion advocates the process of enabling all students, including those with special educational needs, to learn and participate effectively within the mainstream school system.

Inclusion is an effort to ensure that these students go to regular school, where they receive specially designed instructions and support alongside the standard curriculum.

The following policies, thus, become the cornerstone of our Inclusive philosophy:

  • Inclusion is a continual process, not a momentary one.
  • Strengthening and sustaining the participation of students, teachers, school administrators, parents and community members is a duty and a responsibility.
  • Persistent initiative to identify and reduce the barriers to learning and participation.
  • Providing an accessible curriculum and appropriate training programmes for teachers and students.
  • Offering constant support,direction and encouragement to the students and teaching faculty.

Under the Inclusive Education policy, VIBGYOR High conducts several workshops and seminars for students, teachers and parents.

At the core of the Inclusive Programme is the Resource Team, a multidisciplinary group of dedicated professionals, who provide an far-reaching programme for students with special needs.

Our team of experts address common behavioural and cognitive problems. The team uses different diagnostic tools and behavioural modification techniques to develop the inter- and intra-personal skills of each student so as to in-turn progress personal and educational development.

We also have a dedicated Resource room that houses a Counselling Centre, which provides vocational and professional guidance to all our students. The team also implements counselling programmes that promote the student's academic achievements.

This versatile team offers the following services:

  • Educational assistance for students with special needs.
  • Psycho-educational assessments.
  • Therapeutic counselling services and re-mediation programme.
  • Curriculum-based life skills programme.
  • Vocational guidance programme.
  • Workshops, awareness and training programmes for the school community.

Inclusive Education is all about a whole-school development, about removing possible obstacles that can interfere with the younger years in a child’s life.

 

Teacher Student Ratio

Our school appreciates and welcomes individuality. In order to allow a child to flourish within his own sphere of perception and possibly polish that approach, we work in a small class set-up, accommodating for sufficient attention for each child.

  • 1:10*

    At primary level

  • 1:24*

    At secondary level

Our motive is to allow students direct access to achievements by constantly providing opportunity. Our teachers, thus, ensure that they understand every student individually.

Academic research confirms that students who receive integral education are more often than not follow a balanced growth curve. We have interventions, teaching strategies and support systems to meet the specific learning styles of an individual child. Small classes enable our teachers to implement a curriculum that is rich with activities, allowing physical experience to be the foundation of their learning. Further, this allows space for more meaningful peer interaction and ensures participation, a problem faced by large-capacity classrooms.

To be prompt is to be approachable to a child; which is why personalised and immediate feedback is a habit in classes across the grades. It also enables the teacher to detect emotional blocks/problems, if any, and resolve them at the earliest.

Safety

At VIBGYOR High, we believe that a student’s safety is our prime responsibility. Thus, we follow best in-class safety measures for our students and staff:

Access

  • Controlled access to school buildings by locking or monitoring doors during school hours.
  • Any non-school visitor is vetted at the security gate by noting of the visit details and the reasons for the same. A Visitors pass/ID is issued.
  • Specific days & timings are allocated for parents for walk-in entry to our schools.
  • We ensure there is proper lighting in corridors, passages and secluded sections in school.
  • Our campus is accessible for people with special needs.

Personnel

  • Electronic systems and security personnel are on guard at all times during and after school hours.
  • Ten security personnel including a lady security guard are on duty in equal shifts 24/7.
  • The Primary section has two teachers in class at any given time. The students are assisted by at least one teacher for any out of class activity.
  • Educational facilitators in primary classes are with the students at all times.
  • Dedicated lift attendants.
  • Dedicated male and female ancillary staff on each floor (male ancillary near the boy's wash-room and female ancillary staff near the girl's wash room).
  • Prompt access to medical care and a full-time nurse on the school premises.
  • The presence of a full-time counsellor in school and various workshops conducted by the resource team, which consists of counsellors & special educators, creates awareness against any kind of abuse or bullying

Protocol

  • Unauthorised persons are treated as persona non-grata and are not allowed entry.
  • Students are expected to wear badges or picture IDs at all times.
  • Random checks of bags in secondary section for safety purpose.
  • Teachers are assigned duties during breaks (snack & lunch) and during arrival & dispersal to monitor students.
  • We promote a zero-tolerance policy for sexual harassment, drugs, and other unacceptable issues.
  • Conduct regular training for security staff, housekeeping, transport, and cafeteria staff.
  • Regular audits are conducted to improve/maintain school safety.
  • Regular rounds of the school premises are conducted by the authorities to ensure safety against any untoward incident/s.
  • We follow a strict disciplinary policy to discourage any unacceptable behaviour.
  • If a student has to leave early due to illness/injury/emergencies, he or she is only given permission after due verification with parents. We also issue a signed letter that works as an exit pass. This letter is authorised by the Principal after various levels of check by the class teacher, Nurse and Grade coordinator.

Teacher Training Program

At VIBGYOR High, we believe a student grows as much as his teacher. We, therefore, ensure that our teacher's constantly evolve, keep abreast with the changes in the education system. At regular intervals, we conduct the following training for our teachers across all the schools:

ICSE Council Training:

  • Secondary section teachers participate in this training every year for various subjects, conducted at the regional office of the ICSE Council in Kolkata.

CIE Training

  • Face to Face training, which is held in different cities of India where there is a sizeable concentration of CIE schools.
  • Online training.

Counsellors & Special Educators

  • We have Special Education/skills training for our teachers. This training is hosted by different agencies around the year.

AISM

  • The Association of ICSE Schools Maharashtra region calls for cell meetings, which are hosted by various schools affiliated to the ICSE council. Here, senior teachers who are experts in different subjects (secondary section) give training/orientation; especially for Grade X.

Publishers Training

  • Here, teachers interact with various publishers whose books are used by the ICSE schools in the secondary section. This helps them gain a better perspective on the syllabus.

MISA Training

  • Mumbai International Schools Association conducts this training for the all CIE schools teachers/coordinators and examination officers. The aim is to be constantly updated with global standards.

Base Training (ONLY Science Training)

  • This is conducted for various science subjects in the secondary section. Teachers from both the National & International Boards attend this training. This training is conducted by Bombay Association for Science and Education.
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