Academics and Beyond

At Staford School, the emphasis is laid on all-round development of children. It is achieved through a curriculum designed to enhance: • Critical thinking skills • Social skills • Emotional skills • Attitudes and values The curriculum is implemented through activity-oriented techniques. In the classroom and on the field, activities organised ensure that children develop critical thinking skills that help focus on finding solutions to problems; skills that help question, inquire and innovate rather than learn through rote; social and inter personal skills that help interact with peers, younger ones and elders, develop emotional strength, stability, empathy and a positive attitude towards life with a sound value base. Staford School follows the CBSE curriculum at the core and has adapted it such that it makes children from playgroup to class XII self-reliant, disciplined and confident individuals with adequate self-management skills to be successful in the field of their choice.

Assessments for better progress

Academic assessments of students focus on the concepts learnt. Periodic assessments gauge the progress of each child through different question types, which test the high-order thinking skills of analysis, evaluation and synthesis. The school uses analytical tools to assess the individual as well as class performance trends to help provide personalised corrective techniques. Students are consistently motivated to perform better through regular follow ups and individual attention. Not only are the children assessed, but also our teachers go through assessments at various stages of the academic year. This helps the teachers to enhance their capabilities and we ensure that the best is delivered to our students.

Parent-teacher meetings

Parent-teacher meetings are conducted in a cordial atmosphere, six times a year to develop a better understanding between the teachers, parents and students. Mutual teaching-learning experiences are shared to enhance the bond between teachers and students, parents and their children; and parents and teachers. Both the teachers and parents share their challenges, child-specific patterns or behaviours that go a long way in understanding the needs of a child and enhancing his potential for the better. In today’s era and age, where parents seldom get to spend quality time with their children, our teachers have often used the PTMs to introduce aspects and facets of a child’s personality that had gone unrecognized. They also focused on establishing better connect among the family members. The school PTMs are a much looked-forward-to event, where individual and personalised feedback is shared about the child’s academic, as well as social and emotional progress.