Nursery Admissions in Delhi NCR 2026-27

However what needs to be seen here is that what actions, school has taken in this regard to avoid such accidents in future. Infact to some extent parents are also responsible for such incidents as phones are provided by parents only & not by schools. You see nowadays children become very much aggressive due to exposure to TV & other medias so its very important for us as a parent to keep a tab on it otherwise such incidents my happen anytime.

In my view school authorities should have taken a serious note of such incident and could have taken strict action in this regard to set an example & more corrective steps should have been taken to avoid the same in future.

Well the above view is just personal & not to offend anybody so please don't take it otherwise.

Thanks.

Permalink Reply by V R Harihar on September 25, 2013 at 4:49pm

@Kanchan,

Following is the feedback for Manav Rachna :

- CBSE syllabus

- Facilitywise ok ( Building, Sports, Extra Curricular activities )

- Fees Structure comparative to any higher segment schools

- Tie up with private companies ( for space study etc. )

- Sec-51 schools is for junior wing only

- Sec-46 is for junior to senior

- I been to Sec-51 school for Prenursery class admission in April,13. If i remember correctly at that time they were trying to get one more building constructed near Sec-51 to be used for children passing out from junior wing i.e. Sec-51 for higher classes. You may need to check for the same.

Conclusion : As per number of parents feedback its not a very high rated school in terms of academics although in other facilities it seems to be ok.

Thanks.

Permalink Reply by V R Harihar on September 25, 2013 at 5:59pm

@Kanchan,

For G.D.Goenka (GDG) there are two branches

- GDG World school, Sohna (GDGWS)

- GDG Public school, Sec48 (GDGPS)

Features of GDGPS :

- School started in Feb, 13

- CBSE based school

- Presently around 450 students in the school (total of all classes)

- Presently upto 7th class although classrooms for higher classes are also available but need to be affiliated

- As per school authorities they will keep on adding atleast one class each year which is normal practice

- Well spacious

- Full AC

- Buses with AC

- Proper facilities ( Sports, Music, Art etc. )

- Staff seems to be very courteous & helpful

- Fees to be paid at the time of Admission : INR 70K

Features of GDGWS :

- If i am not wrong, its IB board

- Rest all above points holds good for this school too except fee structure which must be quiet high as compared to GDGPS

Conclusion : Regarding GDGPS, feedback is good till now. However its just a first session so need to see how it goes ahead.

Thanks.

Permalink Reply by Saurabh Sahni on September 25, 2013 at 4:57pm

Hi All- thank you for your response...SAKSHI- what is your view on the school?

Permalink Reply by Sakshi (Moderator) on September 25, 2013 at 7:06pm

Saurabh,Heritage is experimental based sought after school,if it matches your ideology go for it .

Permalink Reply by nicky on September 26, 2013 at 12:26am

Saurabh- in my view, if you are looking at experiential methodology for understanding concepts for your kid then heritage is the best school. Most of the best conventional schools like sun city have to a large extent experiential learning for junior students. So why not go for the best. Regarding academics, if your concern is board exams, then the principal has herself said that this year avg % would be 90 plus. The three batches which have passed hv mixed results - some hv great results while others hv struggled. Those who hv struggled hv come frm conventional schools and hv not performed well.

Also, if you would hv gone thru the video in the school then you would have noticed that students were moderately dressed. Also, during your school visit did you come across any body who would hv been flaunting what he or she is wearing. Suggest base your decision on facts rather than perception.

In my view,this school offers which others don't -

- best set up of classes for nursery. Reading corner in classrooms, lot of focus on reading from very early age, best and huge library for junior students - you hv to visit the school to geta feel of it

- well trained teachers - 300 plus hours of mandatory training for teachers. Which school lays so much focus on quality and training of teachers

- best infrastructure: no other school can match their infra...sports facility etc.

- teaching methodology: ESP maths and English. Tie up with Joao gran for maths. Principal herself teaches eng for senior students.

- unlike in most schools where learning is restricted to text books - this school has lots of reference books and material for learning. Instead for just limiting to text books. I am sure most of the parents might not hv got this difference.

Well, rest is your call.

Permalink Reply by seema on September 26, 2013 at 11:46am

I agree with nicky..
In heritage child is not taught but he is made to learn..
Its true that most of our generation has studied in conventional schools but yes now time is changing. if we look forward for time after 14 -15 yrs or so I feel there will be huge change in system. . We are preparing our kids for same..
There are many new fields coming up that requires understanding of concepts and not rote learning. .
And also in my opinion its not boards percentage that is the only criteria of child development. .

Permalink Reply by Saurabh Sahni on September 26, 2013 at 12:20pm

Hi Sakshi, Nicky and Seema- Thank you for the positive feedback. I agree with what all you say. Just had a few doubts...but I firmly believe the kind of child-centric environment I found in this school would be hard to find elsewhere....Ofcourse you should prepare your child for the real world he will face 14 yrs from now when he is out of the school...I started my schooling in 1985 with a conventional school and if after almost 30 yrs. , my kid goes through the same schooling style....while the world has undergone massive changes in all these years with technology and inventions...I dont think I will be doing justice to my child...thank you all for helping me make a decision.

Permalink Reply by Sakshi (Moderator) on September 26, 2013 at 1:39pm

@Saurabh,Heartiest Congratulations and thanks for kind words.

Permalink Reply by seema on September 26, 2013 at 2:25pm

Thanks saurabh..
My child will also start his journey from heritage. .

Permalink Reply by V R Harihar on September 26, 2013 at 2:32pm

@Saurabh,

Its good that now your doubts have been cleared. Congrats for the same & best wishes for your child.

Thanks.

Permalink Reply by V R Harihar on September 26, 2013 at 2:26pm

Dear Parents,

We all are busy, finding good schools for our lovely kids. Surely there are lucky few who have already got the admission & few who are in process of getting admission which will be completed sooner or later.

But there is something which I would like to share with you parents which, I feel is very important whenever we send our kids from preschool to major school or home to school & therefore request all of you to go through the same & decide if its beneficial for all of us :

Three Keys to Quality Education in the Early Years

School/Family Partnerships

In preschool and elementary school, and even beyond, one of the essentials for creating effective learning environments is a strong partnership between the schools and families. Parents need to be involved in their child's education in order for their child to succeed. Why? Because if parents show that they care about schooling, children are more likely to value it themselves. Some parents help in classrooms, some are on school boards, some help by monitoring homework closely and giving their child learning experiences at home such as trips to the library. We don't know yet which activities matter the most, and why; we don't fully understand why some parents can be mobilized to become involved and others are more resistant (though I am working on finding answers to these questions at this very moment). But we do know that some kind of involvement makes a big difference for children. And we have very encouraging evidence that when schools design strong, multi-faceted parent outreach and involvement activities, low-income parents do become highly involved in their children's education, with benefits to both math and reading achievement.

We also know that some parents very much want to be involved, but just don't have the time and the energy after working long hours to make ends meet. Wouldn't it be wonderful if parents could get just 2 hours a month to spend in their child's classroom? A flexible employer might allow them to make it up by cutting a few minutes from lunchtime. Just a few minutes off of each lunch period in a month would allow Mom or Dad to take a son or daughter to school a morning a month and stay for a while to see first hand what the child's school life is like and talk to teachers informally. The cost is negligible but the benefits would be enormous.

But parents' working isn't the only obstacle to a strong school/family partnership. Teachers need to learn how to work with parents, how to reach out to those from different cultural backgrounds, how to schedule and structure outreach opportunities for maximal effect. In our teacher-training program at New York University we actually teach a course on working with parents. According to one survey, we are among only 4% of educators who offer such a course. Only 37% of professors devote even one class period to family outreach. And when teachers themselves were asked, over 86% of them said that they need this kind of training. Public schools and schools of education need to be encouraged to partner in addressing these training needs.

Promoting academic and social-emotional competence

A second "essential" for educational excellence is integrating supports for children's academic and social-emotional competence. These dimensions of competence shouldn't compete with one another for "air time" in a school day. A child who is going to grow up and be elected to Congress one day clearly needs to function well in both of these areas. In fact, an over-emphasis on academic training, especially with very young children, may actually backfire and impede academic progress. For children of all ages, getting along with peers and being able to follow the rules of the classroom helps the child feel part of the school community and hence, more eager to be involved in school learning activities.

But attending to social/emotional development doesn't mean that academics are ignored. I'm working with implementing a preschool curriculum to teach young children how to resolve conflicts, handle daily frustrations, and increase their ability to manage social situations (She's got the ball that I want and she's bigger than I am, what shall I say to her to get me access to the ball without making her mad.). The point of the curriculum is social/emotional and behavioral competence. The means for achieving those are literacy activities such as role playing, puppet play and crafts activities - the very same activities that promote language and cognitive skills. But in order to blend this curriculum into the school day, teachers have to be trained. They will eventually be able to use issues that come up in any lesson, whether counting to 10 or learning the days of the week, to advance children's ability to keep control of their own emotions, and react competently when other kids don't. These sorts of lessons not only make it easier for children to succeed in school, but also help children succeed in the real world because theses skills help them to initiate and maintain friendships and to work well with others.

Continuity

The last critical factor for launching children onto the path of educational excellence is continuity. What we mean by continuity is creating smooth transitions from one level of schooling to the next, from preschool to kindergarten, for example. When transitions aren't managed well, children suffer. Problems may be academic, social/emotional or behavioral; many children have more than one adjustment difficulty. Children from minority groups are vastly over-represented among those who are labeled as "maladjusted."

Going from a preschool that has an unstructured classroom with several adults for a small group of children and few demands for things like sitting in a circle, lining up to go to lunch, or tracing the letters of the alphabet, to an equally excellent kindergarten classroom that differs on all of these dimensions, can cause culture shock for children and families alike. Parents are warmly welcomed in preschool and childcare settings. They often help to maintain or support the center, though admittedly many working parents do not have the freedom on the job needed to spend an hour helping out in the classroom. These settings are community based and more likely than public school to duplicate the child's home culture and values. The language is more likely to be the child's home language, the holidays celebrated will be familiar, and the attitudes toward child rearing will more likely be similar to those at home.

So moving to kindergarten means that the child has to deal with new rules and ways of operating and the parent can't help because they are similarly suffering from the culture clash. The homework assignments get tougher and tougher. Parents who didn't like school very much the first time around won't be eager to help their child with book reading contests. Others who work long hours to meet a minimal living standard might be interested in reading with their children but are literally too tired to keep their eyes open when they finally get home and sit down on the couch.

Programs themselves need to be better aligned so that children don't have to be re-socialized every time that enter a new school, or new grade level. Work in a Brooklyn school district on revising the curriculum to align with new standards led to new opportunities for collaboration among teachers, a renewed sense of commitment to the whole task of educating a the whole child, and to schools in which the learning of one grade leads smoothly into the offerings in the next. Current policies that encourage such alignment and related professional development for school staff should be monitored and vigorously reinforced.

Summary

Prevention is so much more efficient that paying the price for fixing lives that a marred by poor reading skills, ignorance about how to behave on a job interview, or a striking inability to control one's impulses. In bits and pieces, we have the knowledge to erase this grim outcome for thousands more children. These pieces have to be arranged though, by the concerted will to be committed to educational excellence and all that it takes to achieve that goal. We need educational leaders who will partner with knowledgeable researchers to create school, family, and community partnerships that are unceasing in their energetic pursuit of the deletion of disadvantage and the achievement of high standards by all.

Thanks.