Happy English School aims at imparting holistic education to a child enabling him and her to lead an empowered future life. Joyful and happy environment nurtures the child gives the exposure to the variety of experiences through which they acquire multitude of skills to be applied in their later stages of life. The values they imbibe guide them to decide the right direction. Life here stimulates the child to learn; ignite the mind to develop critical thinking. Learning stages of critical thinking gradually builds up a rational mind, copes up all the situations in life and analyzes to take aware decisions whenever needed. Schooling is never a burdening affair here. Rather child feels at ease when his voice is heard and they become the part of the discussions and instrumental to decision making.

A competent team of curriculum developers is developing the curriculum under the aegis of National curriculum framework for the children from pre-primary till middle and senior wing. At the pre-primary level the child starts receiving basic exposure of whole language and immediate acquaintance through theme based learning. This exposure is pursued in primary wing by introducing more complex and concretised experiences and gets a complete look in middle and senior in shaping up of abstract thinking skill.

In alignment with CBSE guidelines, evaluation of curriculum transaction and teaching learning programme takes place through comprehensive and continuous evaluation (CCE). Different modes of assessments are adopted to assess the learning of the children at regular intervals. Forms of assessments are in the forms of formative assessments and summative assessments. Formative assessment implies to “assessments for learning”; while summative assessment implies to “assessments of learning”. Formative assessments are conducted on the ongoing topics continuously and the various tools could be used to assess the child and at the same time giving feedback to the children for improvement. Summative assessments are conducted at the end of the

terms to assess the quantum of learning during a long period of learning. Both scholastic and co-scholastic areas are being assessed in the evaluative system.

Co - scholastic areas are being constituted by visual art and performing art. These activities aid to develop aesthetic skills.

Reading is also an integral part of curriculum. Children are reading numerous base books from the pre-primary wing to middle wing and they are developing interest in reading which eventually helps to trigger their thinking skill.

Abundant facilities of physical activities are available in the school. Games and sports, swimming and variety of workout is being done here to give huge exposure to the children and these facilities obviously helps the children to become independentt and self sufficient.