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We offer a beautiful haven for children to develop their inner potential and their unique capacities. As a Waldorf School, our approach to education is based on and appropriate for each developmental phase of childhood and encourages the child’s sense of truth, beauty, and goodness. We aim to inspire a lifelong love of learning in our children and a secure sense of their place in our community. We have an experienced committed teachers’ body that is dedicated to our children - working towards creating an inner enthusiasm for learning and encouraging motivation to naturally arise from within. Our teachers realize the importance of recognizing that a child is essentially a spiritual being consisting of the three faculties of willing, feeling, and thinking. Our teachers strive to acknowledge and nurture every aspect of the child through a methodology and curriculum infused with artistic activities. In the Waldorf classroom subject matter is introduced to children through stories and the arts. Through music drama, drawing, and painting, otherwise dry information becomes alive and is experienced deeply by the child. As a result, Waldorf students develop a lifelong love for learning. Waldorf teachers strive to transform education into an art that educates the whole child. Three levels of learning take place during a lesson. First, there is the cognitive level at which creative, critical and independent thinking is developed in a manner in harmony with the developmental phases of the learners. Secondly, the affective level at which more subjective, feeling-based learning is possible allowing the student to relate to the subject and others through sensitive interaction. Thirdly the student is engaged on a motivational/psycho-motor level at which the active, engaging will of the learner is stimulated and developed. This approach results in students developing the necessary capacities in their thinking, feeling, and willingness to take their place as fully functional adults in this world and to lead a life that is deeply meaningful and fulfilling. The young child learns through absorbing what is around him or her and imitating what he or she sees. The pre-school teacher strives to create a welcoming, harmonious environment in which the child can safely discover the world. As children learn through unconscious imitation, the teacher strives to permeate all her actions seen by the child with logic and kindness. The pre-school child lives easily in the imagination, making this a good place from which to start learning. Free play gives the child an opportunity to develop social skills and act out fundamental life tasks. Here the teacher can step in and direct play to create healthy interaction as needed. Creative play is considered the best preparation for self-realizing adult life. During the child’s first seven years, a lot of energy is spent physically growing. Co-ordination and well-developed senses are the foundation for intellectual development. Children love to explore what their bodies are capable of: balancing on thin pieces of wood, swinging in a tree, playing with a beanbag, etc. The morning circle gives children the opportunity to act out stories and rhymes and to improve their language. The activities of the pre-school follow a strong daily and weekly rhythm. Hands are kept busy and sense nurtured through water-color painting, drawing, doing simple crafts and modeling with beeswax, baking, and walking in the beautiful nature that surrounds our school. The natural rhythm of the year, the seasons, influence all our activities and help to create wonder in the child for the mysteries of the world… which in turn helps to inspire a life-long love of learning. In Waldorf schools, primary education may begin when the child is nearing or already seven years of age. The primary school centers around a multi-disciplinary arts-based curriculum that includes visual arts, drama, vocal and instrumental music, crafts, and when possible, artistic movement (eurhythmy). Throughout the primary years, concepts are first introduced through stories and images, and academic instruction is integrated with the visual and plastic arts (using materials that can be molded in some way, usually beeswax), music, and movement. There is little reliance on standardized textbooks instead, each child creates his or her own illustrated summary of coursework in book form. The school day generally starts with a two-hour academic lesson that focuses on a single theme throughout about a month and generally begins with an introduction that may include singing, instrumental music, recitations of poetry, including a verse written by Steiner for the start of a school day, and practice in mathematics and language arts. An objective of most Waldorf schools is to have a single teacher remain with a class throughout the primary school years, teaching at least the principal academic lessons Waldorf teachers have been cited for their level of personal commitment to their pupils. Waldorf teachers use the concept of the four temperaments to help interpret, understand and relate to the behavior and personalities of children under their tutelage. The temperaments, choleric, phlegmatic, melancholic, and sanguine, are thought to express four basic personality types, each possessing its fundamental way of regarding and interacting with the world. View full school

Koonwarra Village School (KVS) opened in 2012. The school is an independent primary school offering enrolment for children in Foundation to Grade 6. Founded from a shared vision of Fiona McKenzie, Sarah Maclean, and Hadassah Wanstall, KVS aims to provide a human-scale, democratic school life that inspires a life-long love of learning for students and staff alike. Our philosophy and guiding principles inform how we go about our teaching and learning. KVS receives government funding, like other Australian independent schools, in addition to tuition fees from parents. The maximum number of students to be enrolled at KVS is sixty-five. Belinda Gray, Shannon Letcher, and Lizzie Price work in support roles across the school. Fiona McKenzie is the School Coordinator and is responsible for administrative activities and facilities and is assisted by Philippa Lloyd, Jacqui Haysom, Belinda Gray, Shannon Letcher, and John Ogden. Our teachers are known as Mentors as it reflects the role they perform and the approach we have to teach and learning at KVS. Relationships are integral to the learning journey and students have the opportunity to work with several Mentors during the week as this allows the children to connect with a range of adults in different ways and form a wide variety of relationships. The Triskel students have also been able to select a Personal Mentor mentor with who the students feel comfortable communicating about any aspect of their school life. The Personal Mentor is the Mentor that predominantly helps the student manage their learning strategies, sets goals to develop their executive skills, and supports them in any social ‘bumps’. View full school

Hawarden Village Church School has a tradition of achieving high standards and fostering a happy and hardworking atmosphere based on sound interpersonal relationships. We will constantly strive to create a school environment, which is caring and stable. The school values self-discipline and respect for others. Goals that can be realized best when pupils, teachers, and parents work together for the common good. May I emphasize that you as parents are always welcome to visit the school to discuss any aspects of school life? “Serving our local community by providing exceptional learning experiences founded on Christian Values” We aim to serve our local community by providing a welcoming and caring environment supported by efficient and well-organized systems. Our school is enhanced by its partnerships with parents, the local community, and the church. We provide exceptional learning experiences by continuously reviewing our practice to ensure that children are excited and challenged by learning. We provide a curriculum that is creative and supports all children in developing the skills they need to be successful learners. We are an inclusive school and aim to provide the very best care and education for every child. As a church school, we are all committed to treating others with respect and compassion. “Love your neighbor as yourself” is the message which influences all personal relationships in our school. We aim to be a happy, caring community where every adult and child is valued and supported in being the best they can be. We welcome families of all faiths and no faith to our happy and supportive school. Our aim for each child is that they should develop a wide range of skills in literacy, numeracy, IT, and thinking skills. They should be able to apply these skills in many different subjects and contexts, helping them become increasingly independent learners. View full school

In all we do we aim to display... Love, Kindness, Joy, Self-Control, and Faithfulness. Our Christian values permeate the life of the school. As we go through the day the children and adults aim to live out these values, deepening their meaning and showing them in many practical ways. We ensure that diversity and difference are celebrated. Each week we spend time together as a school celebrating those children who have particularly shown these values in their attitude and behavior at school. We celebrate the children being punctual and having overall good attendance too and a prize is given for best punctuality and also best attendance. The Reception classes follow the Early Years Foundation Stage Curriculum. Your child will mostly be taught through games and play. The areas of learning are: Communication and language Physical development Personal, social, and emotional development Literacy Mathematics Understanding the world Expressive arts and design We follow the National Curriculum 2014. The curriculum has been mapped out across Years One and Two and each term we follow a topic that helps to scaffold the learning. Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to a provision that enables them to develop their personalities, talents, and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. This guidance helps adults to understand and support each child’s development pathway. Children are born ready, able, and eager to learn. They actively reach out to interact with other people, and in the world around them. Development is not an automatic process, however. It depends on each unique child having opportunities to interact in positive relationships and enabling environments. From Reception to Year 2 we use a wonderful resource called Numicon which enables the children to build an understanding of the concept of number. We use the Letters and Sounds scheme for teaching phonics. We find this a systematic program and a great basis for teaching children the phonics children require for reading and writing. We use our teaching expertise and other resources to bring these lessons to life whilst following a format for teaching that enables all children to make progress. We use several reading schemes and a series of books. For Guided Reading in class, we plan mainly from the Rigby Star and Big Cat series of books. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. The Religious Education at Dulwich Village C of E Infants' School is an integral and vital element to the curriculum. It is best summarised through the words from the Southwark Diocese Board of Education: "Religious Education (RE) is not just an academic subject, but, lies at the very heart of the curriculum and has an important role in reflecting and conveying the distinctively Christian character of the school. View full school

Podar International School, Village Yadrav, Taluk Shirol, District Kolhapur 416146 was established in the year 2016. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1130868 and has a General affiliation which is valid up to 31/3/2022. It lies in the Kolhapur district of Maharashtra and is currently being managed by the Podar Education Trust, Maharashtra. It is presently under the principal -administration of MRS. SAROJA SHILLIN. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

Britannia Village Primary School is a thriving multi-cultural inclusive school, which promotes a safe, caring, challenging, and creative environment. We aim to develop independent, responsible, pupils who have respect and environmental awareness and are equipped with the skills needed to contribute positively to their community and be productive global citizens. We have high standards and expectations for ourselves and our pupils which are supported in partnership with our parents/carers. The school is committed to developing environmental initiatives which help to reduce our waste. Children contribute by recycling, composting, and planting vegetables. We appreciate the contribution the school grounds can provide, together with potential stimulating additional learning. We have developed a wildlife garden with chickens and a pond. We also promote a healthy lifestyle of regular exercise together with an awareness of healthy eating choices. We provide swimming, gymnastics and many sports and dance school clubs. Our school has made a substantial investment in ICT. All our classrooms have interactive whiteboards all children have access to laptops connected via a wireless network Under The Department for Education, we aim to actively promote British values in schools to ensure young people leave school prepared for life in modern Britain. Pupils are encouraged to regard people of all faiths, races, and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. On our Britannia Village Primary School learning journey, we aim to provide a creative, stimulating and happy environment where achievement, mutual respect, and self-esteem are valued. At each twist and turn we aim for our pupils to develop crucial skills, attitudes, talents, knowledge, and understanding to assist their continuing growth in a changing world drawing upon our staff, parents, and the local community to guide our pupils towards and beyond the next step of their journey. To achieve these aims we will:- Provide a broad, balanced, child-centered curriculum that is both accessible and appropriate to all our pupils. Provide opportunities for both independent development and collaborative learning. Demonstrate, expect and celebrate high standards in achievement, behavior, and care of the environment. Be rigorous in pursuit of equality of opportunity. Make efficient use of time and all other resources. Share our planning, outcomes, and concerns with parents and pupils Involve the school in the community and the community in the school. At Britannia Village Primary School, we aim to enable all children, including those with Special Educational Needs to enjoy a well-balanced and broad curriculum. We pride ourselves in supporting pupils to develop their confidence, independence, and a positive self-esteem in a secure and caring environment. At Britannia Village Primary School we believe all members of our school community have the right to be treated with respect and the responsibility to treat others in the same manner. The school works to improve the behavior of the children through a consistent and fair approach. There are whole school rules, rewards, and stepped consequences which are displayed in every classroom and around the school. These should be adhered to and referred to by all members of the school community. At Britannia Village Primary School, educational visits are seen as an integral part of school life. As part of our aim to provide a broad and balanced curriculum, educational visits should: Have a stated educational purpose Provide children with first-hand experiences Enhance learning opportunities Develop personal and social skills Provide meaningful links between curriculum areas Enhance children’s learning in a range of curriculum areas View full school

Sos Tibetan Childrens Village was established in the year 1980. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 830038 and has a General affiliation which is valid up to 31/3/2021. It is located in the Mysuru district of Karnataka and is currently being managed by the S O S Tibetan Childrens' Village, Karnataka. It is presently under the principal -administration of DHONDUP TSERING. There are a total of 49 rooms, 4 Labs, and 3 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 49 4 3 4 47 2 19 100 View full school

Sos Tibetan Children'S Village School was established in the year 1979. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630066 and has a General affiliation which is valid up to 31/3/2021. It lies in the Kangra district of Himachal Pradesh and is currently being managed by the Tibetan Children Village, Himachal Pradesh. It is presently under the principal -administration of PHUNTSOK TASHI. There are a total of 38 rooms, 7 Labs, and 2 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 38 7 2 2 32 4 136005 5000 View full school

Vivekananda World School Village Satyian Wala Distt Firozepur was established in the year 2018. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1631261 and has a General affiliation which is valid up to 31/3/2022. It lies in the Firozpur district of Punjab and is currently being managed by the Ml Bhaskar Educational Society Ferozepur, Punjab. It is presently under the principal -administration of MRS. DOLLY SHARMA. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

Tibetans Chidren'S Village School was established in the year 1984. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630018 and has a General affiliation which is valid up to 31/3/2021. It lies in the Kangra district of Himachal Pradesh and is currently being managed by the Shimla Chandigarh Education Socys, Himachal Pradesh. It is presently under the principal -administration of Chemey Lhundup. There are a total of 30 rooms, 1 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 30 1 1 0 0 0 8093 3483 View full school

Tibetan Children'S Village School was established in the year 1986. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630079 and has a General affiliation which is valid up to 31/3/2021. It lies in the Mandi district of Himachal Pradesh and is currently being managed by the Tibetan Children Villages Sch, Himachal Pradesh. It is presently under the principal -administration of KARMA SHERAP THARCHIN. There are a total of 62 rooms, 4 Labs, and 2 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 62 4 2 4 18 30 29339 6000 View full school

Tibetan Children'S Village School was founded in the year 1960. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630011 and has a General affiliation which is valid up to 31/3/2021. It is located in the Kangra district of Himachal Pradesh and is currently being managed by the T C V Governing Body, Himachal Pradesh. It is presently under the principal -administration of NAMDOL TASHI. There are a total of 98 rooms, 7 Labs, and 2 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 98 7 2 12 77 9 174014 4588 View full school

Tibetan Children'S Village School was established in the year 1979. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 630116 and has a General affiliation which is valid up to 31/3/2021. It is located in the Mandi district of Himachal Pradesh and is currently being managed by the Tibetan Children Village, Himachal Pradesh. It is presently under the principal -administration of PASSANG TSERING. There are a total of 33 rooms, 2 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 33 2 1 0 0 33 58679 6500 View full school

Tibetan Children'S Village School was established in the year 2004. It is an English medium Boys Independent school affiliated to CBSE with affiliation number 3530171, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It lies in the Dehradun district of Uttarakhand and is currently being managed by the Tibetan Children'S Village, Uttarakhand. It is presently under the principal -administration of Duke Tsering, with a total of 22 staff members. There are a total of 359 rooms, 3 Labs, and 1 Library present in the school. The nearest railway station is Dehradun and it is 14 KM far from the school. LOCATION OF SCHOOL Nearest Railway Station Dehradun Distance in KM 14 Nearest Police Station DehradunSahaspur Distance in KM 8 Nearest Nationalised Bank Selakui Distance in KM 6 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 0 0 I-V 00 00 VI-VIII 06 0150 IX-X 05 0117 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 359 3 1 36 298 24 176608 8250 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 16 32 23.2 Composite Science Lab 0 0 0 Physics Lab 1 54.9 23.2 Chemistry Lab 1 54.9 23.2 Biology Lab 1 54.9 23.2 Maths Lab 1 32 23.2 Computer Science Lab 1 54 24 Home Science Lab 0 0 0 Library 1 54 24 Other Rooms 3 65.4 23.2 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 0 0 0 TGTs 18 18 0 Librarian 2 2 0 PTI 1 1 0 PGTs 0 0 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 176719.298863556 (in Acres.) 43.66829 Built up Area in (in sq. Mtrs.) 11676 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 8250 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 24 No. of Urinals/Lavatories Separately for Girls 24 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 3950 Periodicals 11 Dailies 3 Reference Books 800 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

The Village International School was founded in the year 2005. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 930588 and has a General affiliation which is valid up to 31/3/2023. It is located in the Idduki district of Kerala and is currently being managed by the Malayattil Foundation, Kerala. It is presently under the principal -administration of MONSAMMA JOSEPH. There are a total of 61 rooms, 7 Labs, and 1 Library present in the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 61 7 1 4 0 4 34000 25000 View full school

The Tibetan Sos Childrens Village School was founded in the year 1976. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 3730002 and has a General affiliation which is valid up to 31/3/2020. It is located in the Leh district of Ladakh and is currently being managed by the The Tibetan Sos Childrens Villege, Ladakh. It is presently under the principal -administration of LHUNDUP NAMGYAL. The nearest railway station is JAMMU and it is 0 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station JAMMU Distance in KM 0 Nearest Police Station JAMMUHOUSING COLONY, LEH Distance in KM 7 Nearest Nationalised Bank SBI Distance in KM .5 Physical Size Area of Campus (in sq. Mtrs.) 242366.229796 (in Acres.) 59.89 Built up Area in (in sq. Mtrs.) 84300 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 10800 SANITARY CONDITIONS Type of W.C and Urinals dry No. of Urinals/Lavatories Separately for Boys 10 No. of Urinals/Lavatories Separately for Girls 10 Potable Water no Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 12000 Periodicals 10 Dailies 3 Reference Books 1200 Magazine 3 SPORTS & GAMES Swimming Pool No Indoor Games No Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school