Self-Assessment Score Card

SCHOOL CODE - | AFFILIATION - |

DOMAIN 1 : CURRICULUM, PEDAGOGY AND ASSESSMENT

Supporting Evidence(s) / Records

Sub Domain - 1.1 Curriculum Planning

Standard Maturity Performance indicator ticked the school

Level

1. Classrooms are observed regularly in relation to achievement

of defined learning outcomes.;

2. Lesson plans are reviewed regularly in relation to

achievement of defined learning outcomes.;

3. The school has integrated the recommendations of NCF and

NEP in the school curriculum.;

4. School leaders have identified the key recommendations of

NEP and NCF.;

5. School Curricular, Pedagogical and Assessment Policy for

each stage as per new curricular and pedagogical structure
(5+3+3+4) is available.;

1.1.1 Principal and teachers are familiar with the Level IV- 6. Identified gaps are addressed with appropriate measures.;
spirit and content of NCF and recommendations Dynamic
of NEP Evolving 7. The school organizes orientation programmes for parents on
NEP and NCF.;

8. School leaders have read the NEP and NCF documents and
engaged in discussions.;
9. School leaders engage in regular data analysis to assess
alignment of school curriculum and teaching learning practices
with NEP and NCF.;
10. The school organizes orientation programmes and
discussions for teachers on NEP and NCF.;

11. Teachers integrate recommendations of NCF and NEP in

their lesson plans.;

12. Feedback and feedforward is given to the teachers at regular

intervals to improve teaching learning process.;

1. The school has developed a School Curricular, Pedagogical

and Assessment Policy for each stage as per new curricular and
pedagogical structure (5+3+3+4).;
2. The monthly syllabi plan is shared with the parents.;

3. The curriculum plan draws connections among different

subjects and disciplines in order to promote interdisciplinary
learning.;
4. The school identifies professional development needs and
organises CBPs accordingly.;
5. Orientation programmes are held for teachers of all stages to
acquaint them with the curricular and pedagogical and
assessment approaches as recommended in NEP and NCF.;
6. A draft for the ACPP is prepared subject wise, class wise and
unit wise in collaboration with the teachers.;

7. The curriculum plan details strategies on promoting

 multilingualism;
8. The approved Annual Curriculum and Pedagogical Plan is
effectively implemented.;

1.1.3 The School Integrated Annual Curriculum Level IV- 9. The school team meets at regular intervals to evaluate the
and Pedagogical Plan (ACPP) reflects the Dynamic effectiveness of the implementation of ACPP.;
recommendations of the Board. Evolving
10. A syllabi bifurcation annual plan for all the classes is
available.;

11. The innovative ACPP is shared with the parents.;

12. Integrated Annual Curriculum and Pedagogical Plan reflects
Vision and Mission of the school and alignment with
recommendations of NCF.;

13. Discussions are conducted with teachers on the format to be

adopted while designing the Integrated Annual Curriculum and
Pedagogical Plan keeping the CBSE guidelines in view.;

14. The school Annual Curriculum and Pedagogical Plan

reflects enhancement in 21st century skills, Values and Ethics,
Health and Physical Education, Visual and Performing Arts,
Vocational Skills etc. and is integrated with different aspects of
learning.;
15. Data is analysed regularly to identify strengths and areas of
improvement and action plans made accordingly to strengthen
the system.;

16. Teachers are mentored on a regular basis.;

17. Teachers engage in in-house training programmes to
develop a teaching learning model most suited to
local/classroom context that promotes 21st century skills.;

1. The school identifies the required skills to be enhanced

among the students at every stage.;

2. Teachers are mentored on regular basis.;

3. School ACPP and Calendar reflects provision of opportunities
and other innovative means for students to demonstrate their
21st century skills and abilities towards the attainment of SDGs.;
4. The school leaders have oriented teachers on the learning
outcomes.;

5. The school is aware of the recommendations of the NCF and

guidelines of the Board.;
6. More than 50% Students participate in competitions which
aim at enhancing their problem-solving skills, logical reasoning
skills and other 21st century skills.;
1.1.4 Curriculum develops skills and abilities
which prepares students for lifelong learning; Level IV- 7. The school creates opportunities for staff and students to
fosters global citizenship leading to attainment Dynamic interact with other schools or educational institutions at
of Sustainable Development Goals (SDGs). Evolving Regional Level, National Level and International Level to
exchange and incorporate best practices.;
8. The school team meets at regular intervals to evaluate the
impact of the activities on learner outcomes.;
9. Data is analysed regularly to identify strengths and areas of
improvement and action plans made accordingly to strengthen
the system.;
10. The school has developed a School Curricular, Pedagogical
and Assessment Policy for each stage as per new curricular and
pedagogical structure (5+3+3+4).;
11. The time table and school calendar reflects age appropriate
opportunities provided to students to enhance their 21st century
skills.;

12. Students are given opportunities to participate in

intra/inter/district level competitions to enhance their 21st century
skills.;

1. The school has developed a School Curricular, Pedagogical

and Assessment Policy for each stage as per new curricular and
pedagogical structure (5+3+3+4).;
 2. Areas of improvement are identified and action plans made
accordingly.;
3. Teachers are regularly engaged in micro
1.1.2 The School Leaders and Teachers are Level IV- discussions/dialogue to understand the impact of integrating the
familiar with the curriculum documents and Dynamic recommendations of the Board on achievement of learning
support material brought out by CBSE. Evolving outcomes.;

4. Teachers are trained and mentored on a regular basis.;

5. Resources prepared by the teachers and their teaching
practices are analysed regularly to gauge their understanding.;
6. All teachers have access to respective syllabi and
Manuals/Handbooks developed by the Board.;

7. The school organizes orientation programme to familiarize the

staff with the key recommendations of the Board.;

Sub Domain - 1.2 Teaching Learning Processes

Standard Maturity Performance indicator ticked the school

Level

1. The school follows the teacher-student ratio of 1 teacher

for 36-39 students.;
2. For secondary/higher secondary level, the school follows
what is prescribed by the Board.;
3. The school has developed a School Curricular,
Level IV- Pedagogical and Assessment Policy for each stage as per
1.2.2 The school follows Teacher – Student Ratio as Dynamic new curricular and pedagogical structure (5+3+3+4).;
per norms. Evolving
4. The school follows the teacher-student ratio of 1 teacher
for 31-35 students.;
5. The school follows teacher – student ratio of 1 teacher for
40 students.;

6. The school follows the teacher-student ratio of 1 teacher

for 30 students at lower primary level and 1:35 for upper
primary level.;

1. There are regular classroom observations and feedback

given to the teachers.;

2. Teachers facilitate application of knowledge to real life

situation and develop critical and creative thinking skills in
students.;
3. Teachers are mentored to reflect on their teaching
practices and supported to bridge the gaps.;
4. Teachers are able to create no-cost/low cost teaching
aids/tools.;
5. Teachers make use of innovative, age appropriate and
experiential pedagogical approaches to create a joyful
learning environment in their classrooms.;
6. Lesson plans are created keeping in view skills that
students would need in the future.;
7. Teachers use multiple modes of teaching learning
strategies and digital and online teaching platforms.;
8. Teachers and students make extensive use of
technology to go beyond the planned school curriculum.;
9. Guidelines for preparing integrated lesson plans and
varied teaching learning approaches and tools are
available.;
10. The teaching learning process is closely monitored ,
gaps identified and action plans made accordingly.;
11. Each teacher receives mentorship on making teaching
learning process effective, experiential and joyful.;

12. Teaching Learning Material (TLM) is available in each

 class as required.;
13. Teachers support all the students including gifted
students by preparing individual education plans and
providing interventions in regional languages, if necessary.;
14. Teachers make use of textbooks while teaching.;
15. Lessons are planned and implemented with clear
1.2.3 Teachers are empowered to adopt varied learning objectives.;
teaching learning approaches reflecting their Level IV-
understanding of the needs of the diverse students Dynamic 16. Students design their own learning plans.;
and create a conducive environment for joyful Evolving
learning. 17. Formative assessments are integrated in classroom
teaching and used towards remediation and understanding
the needs of students.;
18. Students are encouraged to design their own learning
plans under the guidance of the teachers.;
19. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
20. Two or more innovative Teaching Learning material is
developed by each teacher in each topic.;
21. Teachers recognize diverse learners with different
learning styles.;
22. There are regular classroom observations and
feedforward given to teachers.;

23. Students are prepared to participate in events and

competitions.;
24. Teachers share their learning experiences gained
through capacity building programmes with their peers.;
25. All teachers attend the CBPs as mandated by the
Board.;
26. Informal assessments are integrated in the lesson
plans.;
27. Peer Learning and other collaborative/group work is
encouraged.;
28. Innovative Teaching Learning material is developed by
the teachers in collaboration with students.;
29. Teachers focus on subject specific skills to meet the
learner outcomes by using questioning and dialogue
techniques together with whole group work and individual
work.;
30. Teachers adopt pedagogical strategies that meet the
requirements of divyang, students coming from diverse
socio-economic groups.;
31. The experiences gained through the CBPs are reflected
in the teaching learning process.;

1. The Student Holistic Progress Report Card reflects the

LOs.;
2. Teachers are empowered to practice student centric
teaching methods/strategies which are in sync with the
identified strategies for achievement of LOs.;
3. Each child demonstrates at least 20% enhancement in
age appropriate skills/competencies every year.;
4. Achievement of LOs is discussed in PTMs;
5. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
6. Teachers use innovative and varied modes of
assessment which are aligned with the identified LOs and
are in sync with the strategies for measuring the
achievement of LOs.;

7. School has displayed LOs of each subject in each

classroom and students are aware about it.;
 8. Heads of the Departments of different subjects along
with the teachers are oriented on the use of LOs.;
9. Parents are oriented on Learning Outcomes.;
10. The classroom practices are regularly monitored in the
light of achievement of LOs.;
Level IV- 11. The school has displayed Learning Outcomes as
1.2.4 The School uses NCERT defined Learning Dynamic
Outcomes (LOs) for all classes as success criteria. defined by NCERT in the school premises.;
Evolving
12. The lesson plans reflect an alignment of objectives,
tasks and assessments with the LOs.;
13. The LOs are shared with the teachers.;
14. The Integrated Annual Curriculum and Pedagogical
Plan helps in accomplishing the competencies defined in
the LOs.;
15. Posters/any other communicative material has been
developed by the school to communicate the adopted LOs
to the parents.;

16. Each child demonstrates 30% or more enhancement in

age appropriate skills/competencies every year.;
17. Changes are made in the strategy/plan of action, if need
be to ensure all students achieve the defined LOs.;
18. Each child demonstrates at least 10% enhancement in
age appropriate skills/competencies every year.;
19. Teachers plan and implement their lessons in the light
of the LOs defined by NCERT.;
20. Assessment of students’ learning is conducted
regularly against the defined LOs.;
21. The school uses the results of NAS/SLAS/third
party/CBSE SAFAL assessment (3/5/8/10) to improve
teaching learning practices for increasing the proficiency
level of the students.;

1. The published Time Table allows time to cover and

revise all components of the curriculum along with the
completion of published activities in school calendar.;
2. Innovative Time Table and School Calendar allocates
sufficient time for addressing the needs of all the children.;
3. Monitored implementation of time table and school
calendar allows for all the students including those with
special needs and belonging to diverse socio-economic
backgrounds to move forward on their developmental
continuum.;
1.2.1 School follows an optimum number of teaching Level IV- 4. The time table allocates time for better planning;
days and teaching hours as defined by the Dynamic preparation; and learning enhancement programmes and
Appropriate Authority/State/UT Government. Evolving skill building practices to achieve learner outcomes.;
5. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
6. Time table prepared provides sufficient time for the
completion of syllabus and student activities.;
7. The time table and school calendar are reviewed at
regular intervals and improvement plans made
accordingly.;
8. The school follows the working days and working hours
as per norms.;

Sub Domain - 1.3 Student Enrichment, Skill based/Vocational Education Programmes embedded in the
Annual Curriculum and Pedagogical Plan

Standard Maturity Performance indicator ticked the school

Level
 1. Students participate in art activities at the
intra/inter/ district/state level.;
2. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each
stage as per new curricular and pedagogical
structure (5+3+3+4).;
3. The school premises display a range of age
appropriate students’ work.;
4. All the four streams of arts i.e. music, dance,
visual arts and theatre are a part of arts curriculum
offered by the school.;
5. The school culture and environment reflects
appreciation of art forms.;
6. Teachers undergo CBP on Art Education.;
7. Students participate in art activities at National
and International Levels.;
8. Culinary Art is a part of the curriculum in grades
6-8.;
9. The school provides for an art, music and dance
period in the time table.;
10. Through the implementation of arts curriculum,
1.3.1 The school provides ample opportunities for Art Level IV- students are introduced to the rich and varied
Education. Dynamic artistic and aesthetic traditions of the country.;
Evolving
11. School encourages promotion of local art and
craft.;
12. Orientation programmes are organised to
create awareness among the parents/guardians,
school management about the importance of
studying Art Education.;
13. The school provides opportunities for
participation in different art forms.;
14. Resources and opportunities are provided to
nurture artistic capabilities of the students.;
15. There is a mechanism to mentor, monitor and
review the practices to ensure the efficacy of the
program.;
16. All students of classes I to X undertake an art
integrated project work under EBSB.;
17. Students are empowered to become the
Resource Persons for building the skills of their
peers and juniors in visual and performing arts.;
18. Art activities are embedded in the Annual
Curriculum and Pedagogical Plan of various
subjects.;
19. The school maintains records of student
participation.;

1. School conducts workshops/ expert talks to

enable students to meet industry leaders/experts
from time to time.;
2. School offers bagless days on regular basis.;
3. Vocational courses on new and emerging skill
demands of the industry such as AI, Data Science,
Machine Learning, Robotics and other allied
subjects are offered to the students.;
4. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each
stage as per new curricular and pedagogical
structure (5+3+3+4).;
5. Teachers are empowered to implement
vocational education programme in the school.;
 6. Awareness on the importance of Vocational
Education is generated among students and
parents.;
7. Every child who passes out of grade 12 has
learnt atleast one vocation.;
8. Apart from new and emerging skill courses,
school provides hands on experience of important
vocational crafts, such as carpentry, electric work,
metal work, gardening, pottery making, etc.
through yearlong fun based activities using local
trades and crafts persons to the students of
grades 6-12.;
9. Career Counselling Sessions are organized for
students of classes 9-12.;
10. At least 30% students are provided with
internship/ entrepreneurship opportunities.;

11. The School Vocational Education Programme

1.3.2 The School Vocational Education Programme develops is reviewed at regular intervals in the light of the
entrepreneurial and employability skills and provides Level IV- needs of the students and evolving industry
opportunities for internship and apprenticeship at local Dynamic trends.;
industry. Evolving
12. Students are allowed to mix and match
academic subjects with skill education.;
13. School offers vocational courses in classes 9-
12.;
14. School collaborates with the local industry to
provide internship to the students of secondary
classes in the courses taken by them.;
15. Teachers integrate the aspect of career
guidance with the teaching of academic subjects
as well.;
16. The Programme is monitored regularly for
achieving the desired student learning outcomes.;
17. Parental participation in the Vocational
Education Programme of the students is
evidenced.;
18. Skill Based Aptitude Testing for students from
class 8 onwards to provide guidance to students
for making informed career choices.;
19. The School has guidelines on Vocational
Education, and for provision of developing age
appropriate entrepreneurial and employability
skills across all classes.;
20. At least 50% students are provided with
internship/entrepreneurship opportunities.;
21. Career Fairs are organized for students of
classes 9-12.;
22. School offers pre-vocational
exposure/education during the bagless days to
students of classes 6-8 through in house
resources.;
23. The gaps in the system are identified and
addressed accordingly.;

1. The school has developed a School Curricular,

Pedagogical and Assessment Policy for each
stage as per new curricular and pedagogical
structure (5+3+3+4).;

2. Regular feedback and feedforward is provided

to parents on the degree of participation and levels
of achievement of their wards.;
3. The school maintains records of activity clubs.;
4. Students are encouraged to participate in
different activities/competitions at National and
International Levels.;
5. Parents are encouraged to contribute in the skill
 building programme.;
6. The skill building programme is integrated into
the institutional planning as a cohesive, well-
structured and age appropriate programme.;
7. Teachers integrate age appropriate activities in
the domains of digital, financial, scientific,
environmental, citizenship, information & media,
health literacy for the holistic skill development of
students in their lesson plans.;
8. At least 50% students participate in Intra
School/Interschool events which focus on
enhancing different skills essential for 21st
century learner.;
9. The projects, clubs and subject enrichment
activities focus on enhancing different skills and
competencies of the students.;
10. Gaps in the system are identified and action
plans made accordingly.;
11. Each student is encouraged to participate in
class/school/ interschool level activity to ensure
that ‘No Child is Left Behind’.;
12. Students are engaged in age appropriate
activities that foster scientific temper and curiosity.;
1.3.3 The school provides facilities to the students to
participate in activities which enhance Literary and Reading 13. Opportunities are provided to students to
Skills, Creative and Critical Thinking Skills; Scientific Skills; Level IV- demonstrate their skills and abilities and records
Communication Skills, Leadership Skills, and ensures Dynamic are maintained.;
mandatory Digital, Financial, Citizenship, Information and Evolving
Media, Environmental and Health Literacy. 14. Teachers have clear guidelines for planning
and executing skill based learning for the
students.;
15. Every year at least 5% students participate at
District/ State/ National/ International level
events/programmes which focus on enhancing
their skills for the future.;
16. Students participate in common school events
like Annual Day, Sports Day.;
17. Students participate in different enrichment
activities organised/referred by the Board.;
18. Records of their participation and
achievements are maintained.;
19. There is a structured mechanism to track,
analyse and evaluate the performance of each
student.;
20. Teachers have access to digital, financial,
environmental, citizenship, information & media,
health literacy manuals/guidelines
developed/referred by the Board/State.;
21. The students are engaged in providing
innovative solutions to problems related to self,
school and the community.;
22. The school provides for different activity clubs.;

23. At least 30% students participate in Intra

School/Inter school events and other events
organised by the school to enhance different skills
essential for 21st century learner.;
24. Students are exposed to futuristic technologies
such as Artificial Intelligence, Machine Learning, 3-
D Printing, IOT, Data Analytics, Space Technology,
Business Intelligence, Augmented Reality/Virtual
Reality, Cyber Security, Data Science, Robotics,
etc.;
25. The Policy is effectively implemented,
monitored and reviewed at regular intervals to
assess its impact on students.;

1. The Programme is well integrated with cross-

 curricular links.;
2. The Programme is effectively implemented,
monitored and reviewed at regular intervals to
measure its impact on students’ thinking, social
and emotional skills.;
3. Parents are oriented on regular basis on the
need for Life Skills Programme and are invited to
participate in the same.;
4. Preventive and corrective measures are taken at
appropriate time.;
5. The students trained under CBSE Adolescent
Peer Educators’ Programme in Life Skills and
Well Being are used as a resource to act as Peer
Educators for the physical, intellectual, social,
emotional well-being of their parents and the
community.;
6. The Life Skills Programme is planned and
implemented through student enrichment
activities.;
7. Selective students of classes IX and XI
participate in CBSE Adolescent Peer Educators’
Programme on Life Skills and Well-being.;
8. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each
stage as per new curricular and pedagogical
structure (5+3+3+4) which includes School Health
and Wellness Guidelines.;
9. All Teachers have access to CBSE Life Skills
Manuals.;
10. Life Skills Manuals are used by teachers to
Level IV- conduct different activities.;
1.3.4 The school has a Life Skills Development Programme Dynamic
focusing on Thinking, Social and Emotional skills. Evolving 11. There is an ongoing capacity building
programme on Life Skills development for
teachers and students.;

12. The school tracks the abilities of students for

adaptive and positive behaviour that enable them
to deal effectively with the demands and
challenges of everyday life.;
13. Life Skills curriculum focusing on enhancing
knowledge, skills and attitudes is planned,
integrated and imparted for all the classes through
regular class room teaching and other skill
building, values education and vocational
education programmes.;
14. Guidelines for implementing Life Skills
Education Programme across all the classes is in
place.;
15. Student learning outcomes are visible in the
50% students (as reflected in the narrative
anecdotal records, student portfolios and day to
day observation and interaction by teachers).;
16. The gaps in the system are identified and
improvement plans made accordingly.;
17. The students trained under CBSE Adolescent
Peer Educators’ Programme in Life Skills and
Well Being are used as a resource to act as Peer
Educators for the physical, intellectual, social,
emotional well-being of their peers and juniors.;
18. Teachers, students and parents contribute in
creating resources for enhancing Life Skills
curriculum.;

19. All Teachers undergo Capacity Building

Programmes on Life Skills.;
20. School Counselor and class teachers are
responsible for imparting Life Skills Education.;
Sub Domain - 1.4 Mainstreaming Physical Education and Sports

Standard Maturity Performance indicator ticked the school

Level

1. School Leader ensures Health check-ups - height, weight, etc. of all the
students at least twice a year and maintenance of records.;
2. The Policy is monitored and reviewed regularly at periodic intervals and
changes made in accordance with the Health Standards.;
3. School has guidelines for organising Annual Sports Day.;
4. The school leader has studied/read the CBSE Manual on PE and sports
integration and all teachers are aware of the same.;
5. School Leader ensures all teachers have access to CBSE Health Manuals.;
6. Students are given responsibility to organise Health and Wellness
Programmes at regular intervals.;
7. Alumni and Parents contribute as resource persons in the Health and
Wellness Programme of the school.;
8. The school has a regular and qualified PE Teacher.;
9. School Leader organises advocacy programmes for stakeholders for
ensuring health and wellbeing of students.;

10. Provision of guidelines to ensure inclusivity in all PE activities are available.;

11. School has a provision for before and after school sports activities for
students.;
12. School Leader aids teachers in understanding and implementing
appropriate practices for physical activity by students.;
13. Students are provided with opportunities at regular intervals to participate in
games and sports competitions both within and outside the school.;
14. School participates in all the Health and Fitness (Fit India and Khelo India)
programmes initiated by the Government of India.;
15. School Leader ensures Health check-ups - height, weight, etc. of all the
1.4.1 School has a Policy and a Level IV- students at least once a year and records are maintained.;
strong leadership for promoting Dynamic
Health and Physical Education in Evolving 16. Teachers are trained on ensuring health and wellbeing of students.;
Students.
17. The record of immunisation of all the students is maintained by the school.;
18. Teachers are trained on delivering quality PE activities and in the use of the
Health Manuals to promote preventive health care measures and make healthy
lifestyle choices.;
19. Major physical/sports events are a part of school calendar.;
20. Students are encouraged and prepared to participate in the CBSE Sports
and Games Competition and Fit India Programmes.;
21. School Leader is an active member of the School Health and Well-being
Club established to cater to the needs of the students.;
22. School has a provision of sports/PE period for all classes in the school time
table.;

23. PE and Sports plan prepared collaboratively by School Leader and

Teachers is shared with the students and parents.;
24. The School Calendar prepared in collaboration with stakeholders reflects
ongoing health related programs for all stakeholders.;
25. The school has developed a School Curricular, Pedagogical and
Assessment Policy for each stage as per new curricular and pedagogical
structure (5+3+3+4) which includes School Health and Wellness Guidelines.;
26. School Leader ensures periodical assessment of fitness of students and
staff and regularly monitors the same.;
27. Records and data are maintained to identify measurable indicators.;
28. Appropriate activities for the age and stage of each student are planned.;
29. PE and sports are integrated in the school development plan and
curriculum.;
 30. School Leader establishes links with Public Sports Complex(es) and other
local organisations that promote physical activity of students.;

1. School celebrates Yoga Day every year involving students and other
stakeholders (teachers, parents and other community members).;
2. Teachers are trained in enhancing the basic fitness skills of all students.;
3. School celebrates 4 to 6 days in a week every year to promote a healthy and
active lifestyle by indulging in various activities such as debates, quiz, essay
writing, poster-making competitions, yoga and meditation, pledge of fitness,
indigenous sports etc.;

4. Gap areas in the system are identified and improvement plans made
accordingly.;
5. Students experiment with diverse PE activities.;
6. Students are provided with opportunities to explore their talent and build
skills.;
7. Involvement of all teachers in promoting Health and Physical Education in
students within their own subjects is evidenced.;
8. Yoga is taught scientifically and in an engaging manner in the school.;
9. The school has developed a School Curricular, Pedagogical and
Assessment Policy for each stage as per new curricular and pedagogical
structure (5+3+3+4) which includes School Health and Wellness Guidelines.;
10. The activities are monitored, and reviewed for their impact on student
learning outcomes.;
1.4.2 Teaching and learning of Level IV-
PE, Sports, Yoga and other Dynamic 11. PE activities are carried out with a cross curricular approach.;
Fitness Activities is rich and Evolving
engaging. 12. Students participate regularly in sports, PE, Yoga and other Fitness activities
at District/State/National Level events.;
13. Staff uses innovative strategies to generate interest in students in leading a
healthy life style.;
14. Students are exposed to professional and passionate sports persons in
order to encourage them to pursue a healthy life style.;
15. SEWA, Games and Sports, Adventure and Health and Fitness-all strands
are interwoven in the curriculum and opportunities provided to each student to
participate in these activities.;
16. A planned program of coordinating the diet, the mental health and physical
well - being is evidenced.;
17. Students play and practice Sports, Yoga and Fitness activities in the
designated period.;
18. Teachers plan their lessons incorporating a wide range of physical
activities.;
19. All Students participate in activities around MPE for atleast one hour every
day of the week (four to six hours in a week).;
20. Yoga is evidenced in the school time table.;
21. Teachers are qualified and trained in imparting Health Education.;
22. Teachers plan for such PE activities that are structured for maximum
participation of students.;

1. Mentoring, Monitoring and Reviewing practices are in place and improvement

plans made in the light of the needs of the students.;
2. Students with special abilities are enabled to participate and compete in age
appropriate physical activities.;
3. Teaching strategies, equipment, environments, and assessments have been
adapted to meet the needs of all students.;
4. PE Teachers are trained in conducting different types of physical activities for
ensuring the fitness of all students.;
5. The school focuses on creating and providing equal opportunities to all
children in the school, without any bias.;
6. Planned Programme for ensuring physical fitness of all students is
 evidenced.;

Level IV- 7. All students, regardless of ability enjoy weekly physical activities together in a
1.4.3 Inclusive PE and Sport is safe and secure environment.;
an important aspect of school. Dynamic
Evolving
8. Consent is taken from Parents while involving all students in physical
activity/activities.;
9. Teachers engage students in varied and age appropriate activities to
maintain their interest regardless of their abilities.;
10. Innovative PE programmes are organised in collaboration with parents and
students.;
11. The school has developed a School Curricular, Pedagogical and
Assessment Policy for each stage as per new curricular and pedagogical
structure (5+3+3+4) which includes Inclusive School Health and Wellness
Guidelines.;
12. All students, regardless of ability, are involved in daily physical activity
without any risk of injury to themselves or others.;
13. Parents contribute regularly in the inclusive PE and Sports Programme.;
14. Students are empowered to take on leadership roles and train teams,
regardless of any bias, to participate and compete in different events.;

Sub Domain - 1.5 Values and Ethos

Standard Maturity Performance indicator ticked the school

Level

1. The school celebrates special events / occasions.;

2. Students learning outcomes are visible in the narrative anecdotal
records, student portfolios and day to day observation and
interactions.;
3. Teachers design activities and projects in their lesson plans to
enable students to demonstrate the intended values.;
4. The Projects, SEWA Programme and Student Enrichment Activities
enable students to develop a global perspective.;
5. The school practices are well supported by data and reflect a
moral and ethical code of equity and dignity, and are in the best
interest of students.;
6. Teachers are oriented on these resources.;
7. The school welcomes students and teachers of different
backgrounds and perspectives.;
8. Gaps in the programme are identified and action plans made
accordingly.;
9. The school creates a conducive environment to promote values
through a well-structured experiential learning programme.;
10. School has CBSE Values Education Kit, Life Skills Manuals,
Health Manuals, Gender Sensitivity Manual and Cards, Handbook on
Inclusive Practices, Guidelines for Mainstreaming of Health and
1.5.1 The school nurtures values through a Physical Education.;
climate of care, compassion, and respect; Level IV-
welcomes diversity and creates a culture of Dynamic 11. Guidelines for behaviour and relationships within the school are
pride for the school amongst the Evolving inclusive, respectful, ethical and compassionate and prepared in
stakeholders. collaboration with students.;
12. Guidelines for acceptable behaviour and relationships within the
school are available.;
13. The students take up SEWA projects.;
14. Guidelines to address discrimination, inequity, bullying and
disrespect are in place and prepared in collaboration with students.;
15. The school has developed a School Curricular, Pedagogical and
Assessment Policy for each stage as per new curricular and
pedagogical structure (5+3+3+4) which includes Inclusive School
Health and Wellness Guidelines.;
16. The Values Education Programme is effectively implemented,
 monitored and reviewed regularly.;

17. The school celebrates the progress and achievements of school,

groups and individuals together.;
18. The school clearly spells out the values that the institution
believes in and those are reflected in every practice and process.;
19. The students, staff, school leaders, parents, and the community
foster a culture of respect, compassion, care and inclusivity through a
collaborative stakeholder involvement programme.;
20. Values are imbibed through different co-curricular activities.;
21. Students engage with, and learn from each other.;

1. School organizes at least 1-2 different activities in a year as

suggested by the Board under ‘Ek Bharat Shrestha Bharat’
Programme during the year.;

2. Students undertake SEWA Projects that make them conscious of

their duties towards society, living beings and the nature.;
3. The school has developed a School Curricular, Pedagogical and
Assessment Policy for each stage as per new curricular and
pedagogical structure (5+3+3+4) which includes Inclusive School
Health and Wellness Guidelines.;
4. School integrates Constitutional values, Fundamental duties,
cultural heritage and citizenship skills in subject specific lesson
plans.;
5. Organize at least 3-4 different activities in a year as suggested by
the Board under ‘Ek Bharat Shrestha Bharat’ Programme during the
year.;
6. All students of classes I to X undertake an art integrated project
work under EBSB.;
7. All students undertake age appropriate SEWA Projects that make
them conscious of their duties towards society, living beings and the
nature.;

1.5.2 The school inculcates pride towards 8. The programme is effectively implemented, monitored and
Indian heritage and civilization and Level IV- reviewed regularly.;
encourages students to be conscious of Dynamic
their duties towards society, living beings Evolving 9. Teachers make use of such stories, arts, toys, games, sports,
and nature. examples, videos of inspirational luminaries of India, ancient and
modern, in science and beyond etc. which are rooted in the Indian
and local geographic context.;
10. There is an ongoing effort to identify and bridge the gaps.;
11. Students participate in the cultural exchange programmes within
the country.;
12. All Students organise and participate in age appropriate fun and
indigenous activities related to Constitutional values, Fundamental
duties, cultural heritage and citizenship skills and also which
encourages them to be conscious of their duties towards society,
living beings and nature.;
13. School integrates Constitutional Values, Fundamental duties,
cultural heritage and citizenship skills in subject specific lesson
plans of all classes.;
14. School integrates EBSB activities in the annual academic
calendar of the school, by linking each activity to a life skill/ learning
skill/ media skill.;
15. Students learning outcomes are visible in the narrative anecdotal
records, student portfolios and day to day observations and
interactions.;
16. The school provides opportunities to students to become aware
of Constitutional values, Fundamental duties, cultural heritage,
citizenship skills.;

Sub Domain - 1.6 Student Performance, Assessment of Learning Outcomes and Feedback and
Learning Enhancement Programme

Standard Maturity Performance indicator ticked the

 Level school

1. Students at risk (girl child, students

belonging to diverse socio economic
disadvantaged groups and divyang) are
supported and encouraged to complete
their schooling.;
2. School ensures Zero drop out, 100%
transition and retention.;
3. Gaps are identified and action plans
made accordingly.;
4. The Principal, teachers and other
stakeholders have informed interactions
of the student’s regular absenteeism.;
5. Teachers are trained as first aid
counsellors to cater to the socio
emotional needs of the students.;
6. The school ensures 75% attendance
of its students.;
7. All student drop outs are tracked and
brought back to the classroom in
collaboration with the parents.;
8. Parents are informed about students
who are regularly absent.;
1.6.1 The school ensures 75% attendance of its students and reduces Level IV-
drop outs. Dynamic 9. Monitoring and Reviewing Practices of
Evolving the system are in place.;
10. The School Policy on Health and
Wellness is in place.;
11. The Principal, teachers and other
stakeholders create joint plans to
improve student attendance.;
12. The school ensures 90% attendance
of its students every year.;
13. The school maintains student registry
and attendance records of the students.;
14. The Principal and teachers have
identified students who are regularly
absent.;
15. School identifies the reason for
student drop out.;
16. Regular communication, counselling
and follow ups are done to encourage
attendance and reduce drop outs.;
17. The school allocates funds for
student welfare.;
18. Strategies are in place to bring back
the drop outs back in school.;

1. Assessments include pen and paper

tests to assess the performance of
students.;
2. Teachers use data for the purpose of
remediation and performance
enhancement.;
3. School provides opportunities for
students to improve on their
performance.;
4. Guidelines for assessments and
evaluation are available with Heads of
Departments and teachers.;
5. School provides opportunities to
students to improve on their performance
and their improved performance is
 recorded.;
6. Teachers assess students on the
basis of pre-defined criteria.;
7. Individual Education Plans are made
and effectively monitored to assess the
achievement of learner outcomes.;
8. Teachers use assessment data to
improve their own teaching learning
practices.;
9. Assignments, worksheets, projects
and other competency focused tasks are
used to assess the performance of
students.;
10. Teachers and students co-construct
learning, assessment and learning
progress map.;
11. The school has developed a School
Curricular, Pedagogical and Assessment
1.6.3 The school has defined procedures and criteria to regularly Policy for each stage as per new
Level IV- curricular and pedagogical structure
assess the students performance; adopts varied assessment tools Dynamic
and techniques to assess the performance of the students – (5+3+3+4).;
Evolving
Assessment for Learning and As Learning.
12. The gaps in the system are identified
and action plans made accordingly.;
13. Assessments are regular and
periodic.;
14. Tasks contribute to the construction of
other learning activities, line of inquiry
and generation of other questions.;
15. Teachers hold discussions with
parents to communicate assessment
criteria.;
16. Teachers periodically design and use
different formative assessment tools and
techniques as per the needs of the
students.;
17. Teachers conduct and employ
different types of assessment tools and
techniques into their teaching practices
which enable them to assess the higher
order thinking skills of students.;
18. Students reflect on and monitor their
own progress and make efforts to
improve their performance.;
19. There are evidences to show how far
each student has progressed on her/his
developmental continuum.;
20. Teachers consult students in defining
assessment criteria;
21. Teachers are trained in the
development of competency focused
assessment tasks.;
22. There is a process for effective data
collection and its analysis.;
23. Feedback about the students’
performance is communicated to parents
at regular intervals.;

1. The school has developed a School

Curricular, Pedagogical and Assessment
Policy for each stage as per new
curricular and pedagogical structure
(5+3+3+4).;
2. School participates in NAS/SLAS/Third
Party Assessment/CBSE SAFAL
assessment (3/5/8/10).;
3. The school organises discussions on
 the analysis of the data of
NAS/SLAS/Third Party Assessment/CBSE
SAFAL assessment;
4. Teachers identify the each students’
location on their developmental
continuum on different skills.;
5. Achievement levels of students at
different levels and in different
subjects/domains surpass the national
average at those levels and subjects
/domains as per NAS/SLAS/Third Party
Assessment/CBSE SAFAL assessment
results.;
6. Teachers have access to
NAS/SLAS/Third Party Assessment/CBSE
SAFAL assessment results.;
1.6.5 The school uses the results of NAS/SLAS/Third Party Level IV-
Assessment/CBSE SAFAL assessment to ensure all students Dynamic 7. Teachers design interventions keeping
progress on their developmental continuum. Evolving in mind learning outcomes to be
achieved.;
8. School keeps a track of the students’
progress on their developmental
continuum.;
9. Teachers undergo ongoing capacity
building programmes on inclusive
practices and skill/competency focused
teaching learning and assessment
practices.;
10. Teachers and students co-construct
learning, assessment and learning
progress map.;
11. Students’ achievement against
defined LOs is monitored regularly and
improvement plans prepared
accordingly.;
12. Teachers tailor the teaching learning
practices as per each student’s needs.;
13. Teachers enable students to use
self-assessment techniques to assist
them in monitoring their own growth and
achievement.;
14. Teachers undergo capacity building
programmes on inclusive practices and
skill/competency focused teaching
learning and assessment practices.;

1. Assessment of different skills &

competencies is done and recorded by
the class teacher.;
2. Self-Assessment and Peer
Assessment practices are evident.;
3. Guidelines for assessment and
evaluation are available with the Heads of
the Departments and teachers;

4. Teachers are trained in the use of HPC

and assessment standards.;
5. The school has developed a School
Curricular, Pedagogical and Assessment
Policy for each stage as per new
curricular and pedagogical structure
(5+3+3+4).;
6. Assessment of skills and
competencies is done by more than two
teachers;
7. School uses the data for bringing in
quality interventions for enhanced LOs.;
8. Records are maintained, updated and
tracked regularly.;
 9. Digital Records are maintained.;
10. The Holistic Progress Card reflects
self, peer, teacher and parent
assessment of skills/competencies
acquired by the child.;
11. Students show atleast 20% progress
on their developmental continuum in age
appropriate skills/competencies every
year.;
12. School has adopted the prototype of
HPC developed by the Board for
recording of students’ performance.;
1.6.4 Assessment of skills and competencies (visual and performing
arts, life skills, values and ethos, vocational skills, health and physical Level IV- 13. Action plans are made as per the
education, scientific skills, computational skills, literacy skills, digital Dynamic gaps identified in the system.;
skills, reading skills and other skills) is done on the basis of Learning Evolving
Outcomes and the criteria given in the Holistic Progress Card (HPC). 14. Most staff are competent in the use of
assessment standards.;
15. All Staff is competent in assessing
cognitive, affective, psychomotor domains
of the learners as per HPC framework.;
16. Assessment of skills and
competencies is done on the basis of
performance of students in different
projects, quizzes, role plays, group work,
portfolios and other outcome driven
tasks.;
17. Students show atleast 10% progress
on their developmental continuum in age
appropriate skills/competencies every
year.;
18. Assessment of skills and
competencies is done in collaboration
with teachers from different streams.;
19. The progress of students on different
skills and competencies is discussed
with parents during the PTMs. Feedback
from Parents is recorded.;

20. Assessment of skills and

competencies is ongoing and
comprehensive.;
21. School is using AI based software to
track the growth of their students. The
data is shared with students and their
parents depicting their strengths, areas
of interest and areas to be focused upon.;
22. Students show atleast 30% progress
on their developmental continuum in age
appropriate skills/competencies every
year.;
23. There is a mechanism for mentoring,
monitoring and reviewing the
assessment practices to ensure learners
achieve their individual and group
developmental goals.;

1. Assessment practices are in

alignment with NEP and CBSE
recommendations.;
2. Peer evaluation is done to determine
validity, reliability and authenticity of the
designed assessment tasks.;
3. Defined rubric with criteria, levels and
descriptors is used by staff.;
4. Teachers reflect after every
assessment of learning and design
improvement plans in their teaching
learning practices.;
5. ICT is integrated in the assessment
practices.;
 6. There is a well-defined blue print for
framing different kinds of questions using
multiple modes.;
7. Teachers are mentored and enabled to
design varied assessment tasks.;
8. Teachers prepare the question papers
and more than two outcome driven tasks
to assess students’ performance.;
9. There is an Annual Calendar for
conducting assessments.;
10. Gaps are identified and action plans
made accordingly.;

Level IV- 11. Teachers integrate assessment of

1.6.2 Teachers use multiple modes of assessment to assess the Dynamic learning in their lesson plans.;
performance of the students - Assessment of Learning. Evolving
12. School assesses the achievement of
LOs of all the students in all the classes.;
13. Modes of assessment include
research work, writing journals, making
of portfolio, presentations and other
project work involving experiential
learning for all the classes.;
14. School assesses the achievement of
learning outcomes at classes 3, 5 and 8.;
15. Student inputs are taken to design
outcome driven tasks.;
16. Both individual and group work is
assessed.;
17. The school has developed a School
Curricular, Pedagogical and Assessment
Policy for each stage as per new
curricular and pedagogical structure
(5+3+3+4).;
18. Teachers attend capacity building
programmes on designing outcome
driven tasks.;
19. Assessment practices adopted are in
alignment with CBSE recommendations.;
20. There is an ongoing capacity building
of teachers on assessments.;
21. The assessment practices are
regularly reviewed in the light of
achievement of Learner Outcomes.;

Sub Domain - 1.7 Early Childhood Care and Education and Foundational Literacy and Numeracy

Standard Maturity Performance indicator ticked the school

Level

1. The concept of reading and writing is initially developed

through the mother tongue/local/home language of the
students.;
2. Teachers attend capacity building programmes.;
3. The teachers co relate content with real life experiences of
the child.;
4. Teachers make use of worksheets, workbooks, activity
sheets, flash cards and other audio visual material to achieve
LOs.;
5. At least 50% students are using mother tongue/local/home
language in reading and writing.;
6. Teachers are aware of the NCF for Foundational Stage and
Learning Outcomes defined for this stage.;
 7. School has an annual calendar for the foundational stage
classes.;
8. Teachers are engaged in ongoing capacity building
programmes.;
9. From simple toys for play to specific manipulatives, a variety
of TLM is used by the school to cater to the diverse needs of
the students.;
10. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
11. The students imbibe values through specially designed
experiential activities.;
12. Teachers prepare teaching learning material using local
resources.;
13. The content selected/ developed/adopted/adapted by the
school focuses on the cognitive, physical and socio-emotional
& ethical and cultural and aesthetic development of the
students.;
14. The school focuses on developing Foundation Literacy
and Numeracy skills among students.;
15. 100% students in foundational years have access to
teaching learning material in their mother tongue/local /home
language.;
16. Teachers have created literacy and numeracy corners in
the classroom itself to promote reading, writing and numeracy
skills among the students.;
17. School focuses on the use of mother tongue / local/ home
language as a medium of instruction.;
1.7.1 The school organises content and teaching 18. Teachers are oriented on implementation of the
learning material based on defined Learning Level IV- recommendations of the NCFFS.;
Outcomes, principles and guidelines given in NCF Dynamic
for Foundational Stage along with consideration Evolving 19. Apart from the mother tongue/local/ home language,
for the local context. students are also exposed to one or two more languages.;
20. Environmental awareness is integrated in the curriculum.;
21. Audio books are also available to cater to the diverse
needs of the students.;
22. The content selected/developed/adopted/ adapted by the
school focuses more on the cognitive and physical
development of the students.;
23. School has adopted an inclusive approach that is
engaging, contextual and experiential approach to deliver the
content for learning.;
24. School has an attractive display of books in the
classroom/library to capture the attention of the students which
is changed periodically.;
25. Children make simple TLMs as part of their art and craft
which is used by the teachers in their classrooms.;
26. The school accommodates the needs and interests of all
the students by using diverse and inclusive content and
teaching learning material.;

27. At least 75% students at this stage have access to

teaching learning material in their local language.;
28. 100% students are using mother tongue/local/home
language in reading and writing.;
29. Monitoring and reviewing practices are evidenced to
strengthen the system.;
30. Teachers make use of textbooks, stories and poems to
achieve LOs.;
31. School has good collection of pictorial and textual
children’s literature in its library.;
32. School has separate children’s library and has books
available in the home language/local language/mother tongue
 of the students.;
33. At least 50% students at this stage have access to
teaching learning material in their local language.;
34. The content selected/developed/adopted/adapted by the
school focuses on the cognitive, physical and socio-emotional
& ethical development of the students.;

35. Improvement plans are made in the light of achievement of

LOs.;
36. School focuses on teaching students about personal and
public hygiene.;
37. Local traditions, songs, poems, games, art are a part of
the curriculum at this stage.;

1. Teaching plans are made in the light of the Learning

Outcomes to be achieved.;
2. Teachers make use of stories, music, art and craft activities
to provide learning experiences to the students.;
3. Students are engaged in joyful learning experiences like
conversations, listening, playing with toys, games, painting,
drawing, singing, dancing and other such activities.;

4. Teachers undergo ongoing capacity building programmes

on developmental milestones and pedagogical approaches.;
5. The classroom rules are based on positive behavioural
outcomes.;
6. School focuses on the use of mother tongue / local /home
language as a medium of instruction.;
7. Teachers make use of toy based/game based pedagogy,
sports integrated learning to provide experiential learning
opportunities to the students.;
8. Teachers design structured, playful and experiential
activities for the students to achieve the defined LOs;
9. Outdoor games are a part of the teaching strategy.;
10. Classrooms are clean, cheerful, well lit learning spaces.;
11. Learning experiences are designed to build on children’s
previous knowledge and understanding.;
12. Children are encouraged to express themselves as much
as possible in the language in which they are comfortable.;
13. Teachers collaborate within the school and learn from
each other.;
14. Teachers make use of worksheets/activity sheets,
workbooks, reading cards, flash cards and other
supplementary graded teaching learning material.;
15. Puzzles, Board games, field trips ludo, clay activities are
1.7.2 The school adopts an inclusive approach to Level IV- used to provide joyful learning experiences to students.;
pedagogy that is play based, engaging, contextual Dynamic
and experiential. Evolving 16. Parents are equal partners in helping students to achieve
their learning outcomes.;
17. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
18. The best practices are benchmarked and integrated into
the teaching learning practices.;
19. The activities pertaining to physical development, socio-
emotional and ethical development, cognitive development,
aesthetic and cultural development are regularly monitored
and feedback and feedforward given to teachers on how to
improve their teaching learning practices.;
20. Teachers are aware of the NCF for Foundational Stage
and Learning Outcomes defined for this stage.;
21. Teachers undergo capacity building programmes on
developmental milestones and pedagogical approaches.;
 22. Plans for differentiated instruction are prepared by
teachers to address the individual needs of the students.;
23. Teachers plan for their teaching as per the guidelines
given in the NCFFS.;
24. Students are given opportunities to spend time in and with
nature and learn through their senses.;
25. Teachers locate their students on their developmental
continuum and keep a track of their progress.;
26. Classroom rules are made by the teachers in
collaboration with the students.;
27. The Annual Curriculum Plan gives an overview of the
activities to be undertaken throughout the year for the
Foundational Stage Classes.;
28. Opportunities are provided to all the students to participate
in the classroom activities in ways that suit each child best.;

29. Improvement plans are made keeping in view the needs of

the students.;

1. Teachers attend capacity building programmes on

assessments and HPC.;
2. Teachers use formative tasks to assess students’ skills
and competencies and record of the same is maintained.;
3. Teachers make use of event sampling to record their
observations about the students.;
4. Feedback about the student’s progress is given to the
parents.;
5. Parents are oriented about the Learning Outcomes to be
achieved during the academic session along with the type of
assessments to be undertaken throughout the year.;
6. Teachers maintain portfolios of each child in their class
which contains the worksheets, artefacts created by the
students to mark the child’s progress against the defined
competencies.;
7. Teachers make use of multiple sources of information
before making conclusions about a student’s learning.;
8. Teachers are aware of the NCF for Foundational Stage and
Learning Outcomes defined for this stage.;
9. Assessments are a part of the teaching learning process
and designed in the light of the defined Learning Outcome(s).;
10. Most of the assessments are observation based and
recorded in the anecdotal record on a regular basis.;
11. Students’ progress is analysed through systematic
collection of evidences at regular intervals and individual
education plans designed accordingly.;
12. Teachers keep track of the rate of progression over a
period of time for each student.;
13. Checklists are used by the teachers to record
observations.;
14. Parents’ feedback, observations and comments about
their child’s performance is recorded in the Child’s Holistic
1.7.3 The schools designs and conducts age Progress Card.;
appropriate, regular and ongoing assessments Level IV-
that check for the achievement of the defined Dynamic
Evolving 15. Teachers have the autonomy to choose appropriate tool for
Learning Outcomes. assessment and the periodicity of assessing.;

16. Observation of performance of the students in class and

out of class activities is done.;
17. Teachers attend capacity building programmes on
designing and creating skill based formative assessment
tasks.;
18. Guidelines for assessment and evaluation are available
with the Heads of the Departments and teachers.;
19. HPC contains not just the assessments done by the
Teacher but also include simple self-assessments by the
children themselves.;
20. Feedback and feedforward about the child’s progress is
given at least thrice a year to the parents.;
21. School has adopted the prototype of HPC developed by the
Board for recording of students’ performance.;
22. The school has developed a School Curricular,
Pedagogical and Assessment Policy for each stage as per
new curricular and pedagogical structure (5+3+3+4).;
23. The artefacts created by the students during the teaching
learning process are maintained by the teachers.;
24. Parents are partners in helping the child to grow on her/his
developmental continuum.;
25. The assessment practices are monitored at regular
intervals; gaps identified and improvement plans made
accordingly to strengthen the system.;
26. School makes use of observation and worksheets/activity
sheets as tools of assessment.;
27. Teachers are trained to design and implement multiple
modes of assessment to assess the achievement of the
same Learning Outcome in order to cater to differential needs
in the classroom.;
28. Feedback about the child’s progress is given at regular
intervals throughout the year to the parents.;

1. The school has developed a School Curricular, Pedagogical

and Assessment Policy for each stage as per new curricular
and pedagogical structure (5+3+3+4).;
2. Teachers are aware of stage wise targets to be achieved at
this level.;
3. Teachers are provided with resource rich environment to
plan, design and create joyful learning environment for the
students.;
4. More than 80% students have acquired grade level
competencies in Literacy and Numeracy as evidenced in
HPC.;
5. School has recruited trained and appropriate number of
teachers to teach students at this level.;
6. School has accessible annual plan calendar detailing all
the important events/activities to be organised at this level.;
7. Parents are kept updated on the student’s progress and
improvement plans made in collaboration.;
8. Teachers are mentored and provided support to achieve the
learning outcomes.;
9. Teachers make individualised education plans for each
student to achieve the intended learning outcomes.;
10. Teachers are aware of the NIPUN Bharat Guidelines.;

11. 3 month play based ‘School Preparation Module’

developed by NCERT for Grade 1 Students is administered in
the beginning of class I to bolster the child’s pre-literacy, pre-
numeracy, cognitive and social skills.;
12. All the teachers teaching at this stage have completed
FLN-NISTHA Modules.;
13. School invites volunteers from both local community and
beyond to achieve the set targets of FLN.;
14. The progress of each student’s learning is monitored and
tracked.;
15. Monitoring and reviewing practices are in place to assess
the efficacy of the ecosystem created for attaining
Foundational Literacy and Numeracy programme.;
16. School has functional classroom boards, material for
 arts/crafts, range of children’s literature.;
1.7.4 The school has created a suitable Level IV- 17. Teachers are engaged in professional development
ecosystem for attaining Foundational Literacy and Dynamic activities through a variety of means.;
Numeracy (FLN) targets for all children. Evolving
18. School maintains the appropriate Pupil Teacher Ratio as
recommended by the Board/NCFFS.;

19. The walls and corridors display a colourful, cheerful and

vibrant atmosphere.;
20. School makes use of the school building as a teaching
aid.;
21. At least 50% students have acquired grade level
competencies in Literacy and Numeracy as evidenced in
HPC.;
22. Teachers have created safe learning spaces with
appropriate displays at the eye level of the students in the
classroom itself to enhance literacy, numeracy competencies
esp. reading, writing, counting, arithmetic and mathematical
thinking skills among the students.;
23. Platforms for peer learning are available for students
under the guided supervision of the teachers.;
24. School conducts regular health check-ups and records of
100% immunisation of each child are maintained. Health
cards are issued to the students to monitor the same.;
25. All teachers have access to quality resources for achieving
the set targets of FLN.;
26. Learning gaps identified with their probable reasons and
various strategies/improvement plans initiated keeping in view
the needs of the students.;
27. School has separate classrooms for students at this level.;
28. Teachers design age appropriate activities in alignment
with the LOs to enhance literacy, numeracy and artistic
competencies of the students.;
29. School focuses on the use of mother tongue / local / home
language as a medium of instruction.;
30. School has safe outdoor spaces and/or small gardens for
children to play.;
31. The plan is shared with all the parents and is available at
the school website.;
32. At least 30% students have acquired grade level
competencies in Literacy and Numeracy as evidenced in
HPC.;
33. Parents are oriented on health related needs of children.;

DOMAIN 2 : INFRASTRUCTURE: ADEQUACY, FUNCTIONALITY AND AESTHETICS

Supporting Evidence(s) / Records

Sub Domain - 2.1 Classrooms, Library, Laboratories, Computer Labs, ICT Facilities and rooms for
different activities

Standard Maturity Performance indicator ticked the school

Level

1. ICT facilities are available in the classrooms.;

2. The school uses additional spaces for meaningful student
learning experiences;
3. School ensures student classroom ratio (SCR) as per
norms.;
4. All classrooms are designed to provide for varied learning
needs and suitable for different stages as per the norms.;
 5. The School Policy on Institutional Planning with regard to
Infrastructure is in place.;
2.1.1 The school has sufficient classrooms Level III – 6. All classrooms have space for peer interactions and
conducive to learning. Stable student–teacher interactions.;
7. Teachers are trained to use the various classroom
resources.;
8. Classrooms are easily accessible by students with special
needs.;
9. Inventories are maintained.;
10. School has clean and aesthetically pleasing classrooms.;
11. Infrastructure is upgraded as and when required.;
12. Classrooms are available in the school as per statutory
norms.;

1. The school librarian maintains records.;

2. The Librarian uses innovative techniques to encourage
students to read.;
3. Library has separate reference section and a Reading
Room.;
4. The Library is used as a resource for alternative modes of
learning and teaching by the subject teachers.;
5. The School Policy on Institutional Planning with regard to
effective usage of Library is in place.;
6. Inventories are maintained.;
7. School has a separate library room with adequate resources
as per norms.;
8. The Librarian follows well-constructed age appropriate
strategies to meet teaching learning needs of students.;
9. The library provides access to internet, e-library and various
digital media to both teachers and students.;
10. Teachers’ and Students’ views and suggestions are taken
2.1.2 The School Library facilitates effective Level I - to procure relevant and age appropriate books.;
delivery/implementation of its educational Inceptive
programmes. 11. The school library has aesthetic and flexible design to
support varied learning experiences of learners.;
12. The Library is accessible to parents, alumni and
community.;
13. Books are regularly updated to meet the developmental
needs of learners of all the genders and all age groups.;
14. 100% students in the school are issued library books.;
15. Students visit the Library as per their allotted period.;
16. Library is open for the students even after school hours.;
17. Capacity building programmes for librarian and teachers
are organised to use library as a teaching learning resource.;
18. The content in the books respect the sentiments of all
gender, race, religion or community.;
19. The students are issued books to inculcate reading habits.;
20. The school Library resources are utilized by teachers and
students.;
21. Regular review of the needs of students and staff and
appropriate action plan is evidenced.;

1. Resources are added based on lab attendant(s)’, teachers’

and students’ feedback.;
2. All Laboratories are effectively utilised by students of different
stages.;
 3. School collaborates with Parents, Alumni and Community
Members to upgrade the Laboratories.;
4. Safety and Security norms are reviewed at regular intervals.;
5. Capacity building programmes for Lab Attendants and
Teachers are organised to use laboratories and their
resources as a teaching learning tool.;
6. Teachers and students of all the genders are adequately
trained to demonstrate safe and careful use of equipment.;
7. The Lab Attendant(s) follow(s) well-constructed age
appropriate strategies to meet teaching learning needs of
students.;
8. Inventories are maintained.;
9. The Laboratories are used as innovation centres to build
21st century skills in the learners.;
2.1.3 Laboratories are available to support Level II – 10. The Lab Attendant(s) maintain(s) records.;
learning activities. Transient
11. The Laboratories are used as a resource for alternative
modes of learning and teaching by the subject teachers.;
12. School has a full time lab attendant/s.;
13. The School Policy on Institutional Planning with regard to
the effective usage of Laboratories is in place.;

14. Laboratories are regularly updated to meet the

developmental needs of learners of all the genders and all age
groups.;
15. The Laboratories are equipped as per norms to meet the
desired learning outcomes of students.;
16. Laboratories and related emergency management facilities
are available.;
17. The equipment, reagents and specimens etc. kept in
laboratories are in accordance with the laws, rules and
regulations applicable.;
18. All safety and security compliances are met with as per
CBSE and NCPCR norms and guidelines.;
19. Student outcomes are displayed in the labs.;
20. The school has Science, Mathematics and Computer
laboratories as per norms.;

1. Computer and ICT facilities for academic and non-academic

activities are available and used by students.;
2. Students participate and compete in ICT related
state/national level events.;
3. School has uninterrupted facility for electricity. It has internet
facility along with modem and other allied technical
instruments.;
4. Available Computer and ICT facilities are used by teachers
and students.;
5. Ongoing review of use of ICT facilities by teachers, students
and administrative staff acts as an enabler to improve the
system.;
6. School conducts orientation programmes for students on
futuristic technologies keeping in view the market trends;
7. Students participate and compete in ICT related intra/inter
school events.;
8. There is a well-defined Policy on Institutional Planning with
regard to Technology Integration and Digital literacy in school.;
9. Facilities are regularly upgraded and effectively utilized by
students, teachers and administrative staff.;
10. School provides ongoing training to teachers and staff in the
use of ICT and its integration in relevant subjects.;
11. Ongoing review of equipment and facilities is evidenced
 together with an action plan for improvement.;
12. The School Website displays all the mandatory information.;
2.1.4 Computer and other ICT facilities are
available to support different administrative and Level I -
Inceptive 13. Digital online content is available for students and staff.;
educational activities in the school.
14. The available Information, Media and Digital facilities for
School Information Management are utilised in all the domains
of school functioning.;
15. There is an evidence of computer learning in the school
time table of all stages;
16. Administrative staff uses available ICT facilities to improve
their functioning.;
17. Information, Media and Digital Literacy are integrated with
the learning design at all stages.;
18. Parents, Alumni and the community collaborate with the
school in improving the Information, Media and Digital facilities
and their usage for enhanced learner outcomes.;
19. School has functional ICT Lab(s) with availability of
computers as per norms.;
20. There is an evidence of computer aided learning.;
21. School provides training to teachers and staff in the use of
ICT and other futuristic technologies like AR/VR, Smart
Classrooms, etc.;
22. Integration of ICT (Digital and online tools) with the learning
design of subjects and activities is evidenced.;
23. There are more than adequate computers (1:2 students per
computer / laptop/tablet) for a given class with high
speed/strength internet facility.;
24. Inventories are maintained.;
25. At least 80% students in the school use digital devices
(tablet/PC provided by the school) and access online content
and use it.;

1. Student outcomes are visible throughout the school.;

2. School has either separate rooms for art and sculpture,
music, dance, theatre activities or one multipurpose hall for
these activities.;
3. Activity rooms are well designed and equipped to meet the
diverse interests and needs of students.;
4. Age appropriate equipment is available in the activity rooms.;

5. School has a Heritage Club that focuses on promotion of

local art and culture.;
6. School has separate rooms for art and sculpture, music,
dance, theatre activities along with a multi-purpose space
which is utilized for different activities.;
7. Feedback and feedforward is taken from the stakeholders to
strengthen the system.;
8. All safety and security measures are regularly reviewed.;
2.1.5 The school has adequate number of Level III –
activity rooms for art, sculpture, music, dance, Stable 9. All safety and security measures as per norms are in place.;
theatre.
10. The needs of the teachers and students are regularly
analysed, gaps identified and improvement plans made
accordingly to strengthen the system.;
11. Capacity building programmes are organised for teachers
on setting up aesthetic activity rooms and integration of these
art forms in teaching learning practices.;
12. School collaborates with parents, alumni, community and
local artists to provide meaningful experiences in the field of
arts and aesthetics to the students.;
13. Inventories are maintained.;
14. Equipment for all the activities is utilized and maintained.;
 15. The School Policy on Institutional Planning with regard to
development of Aesthetics, Art and Culture in students is well in
place;
16. Open spaces are well utilized to develop a culture of art and
aesthetics.;

Sub Domain - 2.2 Principal’s Office, Staff room and Administrative Offices

Standard Maturity Performance indicator ticked the school

Level

1. Inventories are maintained.;

2. The school has a well-equipped office for the Principal.;
3. The Principal's Office has a separate seating space for
interaction with students, parents and teachers.;
4. The Principal engages in innovative practices to make the official
work spaces more accessible and welcoming.;
5. The school office is equipped with relevant ICT facilities for
Principal, teaching staff and Administrative Staff as well as for non-
teaching staff.;
6. There is a well-equipped staff room at every floor/level.;
7. Feedback and Feedforward taken from students and staff to
improve the system and action plans made accordingly.;
2.2.1 The school has sufficient space for
Principal, staff and administration as per Level III 8. The School Policy on Institutional Planning with regard to
requirements. – Stable provision of facilities for school staff and principal is in place.;
9. Review of infrastructure and aesthetics as per school policy is
evidenced at regular intervals.;
10. The Principal has an open door policy.;
11. The Principal and staff (teaching and non-teaching) are trained
on relationship management.;
12. The administrative office is well equipped to accommodate the
needs of stakeholders.;
13. There is a well-equipped staff room for all the teachers.;
14. The school has a designated for Principal,Teachers and
Administrative Staff.;
15. There is a well-equipped office for administrative staff.;
16. Equipment is regularly updated and well maintained.;

Sub Domain - 2.3 Infirmary and Health Management Facilities

Standard Maturity Performance indicator ticked the school

Level

1. Emergency medical care numbers are displayed at prominent places in

the school.;
2. School has a Mental Health Advisory Panel comprising of Principal,
Teachers, Parents, Students , Alumni and community Members.;
3. Nurse is available to attend to the needs of the students.;
4. School empowers students by educating them regarding bullying.;
5. Relevant medical records of all students are updated with parental
support.;
6. School has a full time counsellor to attend to the mental health and well-
being issues.;
7. Emergency protocols are in place.;
8. School has a Health and Wellness Club which is the focal point of
 school health promotion.;
9. School plans and enforces an age and gender appropriate Annual
School Mental Health Programme.;
10. Health Cards of all students are maintained with special focus on
immunization.;
11. The school has tied up with a local nearest hospital to meet
emergency needs.;
12. Mechanism is in place for early identification of behavioural patterns in
students.;
13. Annual health check-ups are conducted.;
14. Teachers are trained in identifying early signs of mental health issues
among students.;
15. The school medical room is equipped to handle medical
emergencies.;
2.3.1 The school has effective Level I - 16. The School Health Management facilities are monitored, reviewed at
preventive health care and health Inceptive regular intervals and improvement plans made accordingly.;
management facilities.
17. The infirmary has a first aid kit with necessary medicines and other
supplies for emergency which are within the expiry period.;
18. Inventories are maintained.;
19. Preventive Health Check-ups of students are conducted.;
20. Reports of regular Preventive Health Check-ups are shared with the
parents.;
21. The school adheres to statutory compliances.;
22. School creates awareness among students about Mental Health
Issues.;
23. Collaborations with parents and the community are evidenced.;
24. Effective communication system is in place for preventive health care
and Health Management.;
25. School has an infirmary/sick room.;
26. School has a anti bullying committee.;
27. School has full time nurse to attend to the needs of the students and
records are maintained.;
28. Capacity building of teachers on ensuring physical, socio emotional
well-being of self and of students.;
29. Activities for parents, students and teachers that focus on preventive
health care management are integrated in the time table, school calendar
and school curriculum.;
30. Equal comfort level in terms of medical facilities is offered to all the
genders.;
31. Students are aware of Manodarpan and avail support with regard to
their Mental Health and well-being.;
32. The School Health and Wellness Policy for a Health Promoting School
is in place and implemented.;

Sub Domain - 2.7 Eco friendly orientation and integration of Organic Living in Curriculum

Standard Maturity Performance indicator ticked the school

Level

1. The school premises are neat and clean.;

2. The school uses energy saving and energy efficient electrical equipment.;
3. School has a kitchen/nutritional garden maintained by students.;
4. School assesses impact of eco-friendly practices on students periodically and
make changes in the policy and curricular programme accordingly.;
 5. School has solar panels installed in the campus.;
6. The School Policy on Sustainable Eco-friendly/ Green Practices leading towards
organic lifestyle is in place.;
7. Teachers are trained to integrate Learning about the environment; Learning
through the environment; and Learning for the environment in their lesson plans.;
8. Recycling bins are placed across the school premises.;
9. Rain water harvesting system is in place in the school.;
10. School conducts age appropriate activities like nukkad nataks, hackathons,
workshops, showcasing of films, documentaries, expert talks, etc. for all levels of
classes (primary to secondary) to create awareness on environmental issues and
organic lifestyle among the students and community members.;
11. Community members and alumni participate in and contribute to eco-friendly
activities organised by the school.;
2.7.1 The school follows
eco-friendly/green practices 12. Students participate in environment related events at intra/inter school level.;
to promote and inculcate Level I -
organic lifestyle among Inceptive 13. Students participate in identifying age appropriate environmental issues/
students. problems and find effective and innovative solutions that are executed in the school,
community and at home.;
14. School has an eco-club.;
15. Teachers build on the knowledge, skills and attitudes of the students towards
environmental awareness and organic living through interdisciplinary approaches.;
16. School has green plants placed/grown in its premises.;
17. The school premises are aesthetically maintained with lawns and green plants.;
18. The institutional planning of the school reflects the use of eco-friendly materials
in all the operational domains of the school – academic, non-academic and
administrative.;
19. The curricular transactions expose students to the real-life world, natural and
social; enable them to analyse, evaluate, and draw inferences about environmental
problems and concerns; add to their understanding of environmental issues;
promote sustainable environmental actions in order to facilitate the move towards
organic living.;
20. Students participate in maintaining and sustaining neat, clean and green school
surroundings.;
21. Students follow eco-friendly practices like use of recycled/ eco-friendly material
for different projects and school events; "lights-off" hour once per week; water
conservation practices; use of plastic free lunch boxes and resuable water bottles;
energy, water and waste audits etc.;
22. Students participate in environment related events at national/international level.;

Sub Domain - 2.8 Safety Provisions

Standard Maturity Performance indicator ticked the school

Level

1. The school has an all-hazards Safety Plan that takes into account all
potential threats and hazards.;
2. The school provides clean and hygienic surroundings and potable water to
the students.;
3. The school empowers all the stakeholders, including the alumni and the
community in co-creating a safe and secure school environment for the holistic
development of students.;
4. The school has a mechanism to assess the satisfaction of stakeholders
with respect to the safety and security approach followed in the school.;
5. The accountability for keeping children safe and secure in schools (including
while children are transported to and fro, to attend school or go back to their
homes in a school transport) is on School Management, Principal and Staff.;
6. School follows ‘Zero Tolerance Policy’ against any negligence on the part of
any individual or school member or management when it comes to the safety
and security of children in school.;
7. Collaborative partnership between students, teachers and parents is
 evidenced in the designing of effective monitoring practices to ensure the safety
and security for all.;
8. NDMA/NCPCR/CBSE guidelines are monitored by designated school teams
2.8.1 The school ensures Whole for ensuring effective implementation.;
School Safety and Security Level II –
Approach for all as per statutory Transient 9. The school complies to NDMA guidelines in the area of physical
norms. infrastructure and disaster-related issues; safety and security guidelines given
by NCPCR; safety and security guidelines given by CBSE.;
10. Orientation programmes are conducted for all staff members on the
statutory requirements (acts, policies, procedures, etc);
11. The School Safety and Security Policy to ensure Safety and Security of all is
in place.;

12. The Whole School Approach on Safety and Security is evidenced by the
contribution of all stakeholders in all domains of school functioning to ensure
that the students learn and grow in a joyful and safe environment.;
13. The safety and security measures are reviewed/monitored at regular
intervals; feedback and feedforward taken from stakeholders; gaps identified
and action plans made accordingly.;
14. Emergency Protocols are in place.;
15. Roles and Responsibilities are defined for all staff members to ensure
safety and security for all students at all times.;
16. All the school SOPs related to NDMA/NCPCR/CBSE reflect preventive and
corrective safety and security protocols in all domains of school functioning.;
17. The defined roles and responsibilities ensure that the process owners take
appropriate action, not only preventive but also compassionate and
developmental, so that risk of any kind of incident which harms students or staff
will be eliminated.;

Sub Domain - 2.9 Playground and Sports Facilities

Standard Maturity Performance indicator ticked the school

Level

1. Intra level sports events are organised in the school.;

2. The physical accessibility of the playground is also regularly assessed to
ensure all equipment can be used by all students including divyang.;
3. School facilities are used for multiple sports and other activities including
yoga.;
4. School has a playground meeting minimum statutory requirements.;
5. School has dedicated area for the storage of age and game appropriate
indoor and outdoor sports equipment.;
6. Records and inventories are maintained.;
7. School playground is used to host interschool sports events.;
8. PE Teachers are trained in conducting indoor and outdoor physical
activities for ensuring the fitness of all students including divyang.;
9. School playground has the facility of safe shades and rest areas.;
10. The School Policy on Institutional Planning with reference to indoor and
outdoor sports facilities is in place.;
11. The school has a plan of action which includes evaluating, assessing,
and changing routines and equipment to meet accessibility and inclusive
2.9.1 Indoor and outdoor sport standards.;
facilities are available and support Level II –
divyang. Transient
12. Improvement plans are made to strengthen the system.;
13. School has indoor and outdoor sports material/equipment as per norms.;
14. School has a designated area within the school premises for indoor
games/sports.;
15. Indoor and outdoor sports facilities are accessible to students, staff,
parents, alumni and community.;
16. Facility for coaching or special training in specific game(s) is available for
 students.;
17. Sports and games equipment catering to the needs of all students is
maintained and made available as and when required.;
18. Facility of changing rooms and easy access to wash rooms and potable
drinking water is available to the students.;
19. There is provision of multi courts and diverse sports and games facilities
in the school.;
20. Students participate in inter school sports events.;
21. School playground is being used as a teaching tool by the teachers.;
22. Sports facilities and equipment are maintained and the staff ensures
safety and security of students at all times.;

Sub Domain - 2.10 Hostels

Standard Maturity Performance indicator ticked the school

Level

1. Dorm Guardian’s Room is inside the hostel.;

2. Boarding has a recreational/common room with a library,
TV corner and games.;
3. All facilities are in working condition.;
4. A periodical review of the infrastructural needs is
undertaken by the school; gaps identified and improvement
plans made to strengthen the system.;
5. Potable water is available.;
6. The infrastructural requirements are assessed at regular
intervals and met accordingly.;
7. There is provision in the infrastructure for individual and
common recreational spaces.;
8. Guidelines for infrastructural facilities, maintenance and
governance for boarding are available.;
9. There is a separate wing for boys and girls.;

10. Furniture in the dormitories is as per norms.;

11. The school complies with all statutory safety and security
norms.;
12. Waste Management System(s) is/are available.;
13. Kitchen and dining area is available.;
14. There is provision for Visitors’ room and common room
for guests and boarders.;
15. Visitor’s room, laundry, tuck shop, and other daily need
facilities are available.;
16. Dormitories are available for boarders.;

2.10.1 School has sufficient rooms/dormitories, 17. Provision for temperature- controlled storage of food items
recreational spaces, washrooms, drinking areas, and storage of additional bedding is available.;
residence of warden, residence of pastoral care Level I -
staff, visitors’ room, laundry room, storage room Inceptive 18. The School Policy on Institutional Planning with SOPs for
for food items (perishable and non-perishable ) Hostel Infrastructure is in place.;
and additional bedding, and common room.
19. Boarders have an easy and supervised access to
school’s playground, library and other resources after school
hours.;
20. There is provision for back up facility for electricity.;
21. Potable water is available together with water coolers.;
22. Dormitories/twin share/three share options are available.;
23. Number of Toilets bathing rooms, wash basins, urinal
pots exist in proportion to the number of students in the
dorms-1:10.;
24. Washrooms are available as per norms.;
25. There is a provision for telephonic lines for
communication to and from parents.;
26. Records and inventories are maintained.;
27. There is a separate area for drying personal laundry.;
28. Running water supply available throughout the year.;
29. Hot water supply is provided in winters.;
30. Dormitories/Twin share/three share are spacious with
ventilation and natural light.;
31. Guidelines for maintenance and governance of Hostel
infrastructure with laid out roles and responsibilities are in
place.;
32. Water and other facilities like soap etc. is available in the
washrooms at all times.;
33. There is a provision for central heating and plumbing for
hot water supply in winters.;
34. Kitchen and dining area are separate and equipped with
necessary infrastructural requirements.;

1. Annual health checks up of the kitchen and serving staff are

undertaken to ensure their fitness for the job.;
2. The roles and responsibilities with respect to maintaining
hygienic kitchen and dining area are in place.;
3. The cooking, serving and cleaning staff is trained on waste
management practices.;
4. Drinking water facility areas are clean.;
5. Staff and students form teams on rotation, to serve others.;
6. Waste management practices are in place.;
7. Infrastructure for implementing Waste management
practices is in place.;
8. Guidelines for environmental hygiene with reference to
kitchen and dining area are in place.;
9. Kitchen and dining areas are equipped with appliances
and furniture as per requirement.;
10. Availability of fresh, clean water for cooking.;

11. Dining area promotes interaction between peers and

students.;
12. Staff and students integrate values of humility, care,
compassion, sensitivity, systems thinking into designing
strategies (eg. SEWA, Design Thinking etc.) for bringing about
improvement in the kitchen and dining area.;
13. Separate Hand wash facility for the serving staff and
students is available.;
14. Food items are brought from an authorized agency (as per
FSSAI).;
15. Separate hand wash area is available in dining room.;
16. Cooking vessels, serving trays, cutlery etc. are available
as per norms.;
17. Nourishing and wholesome food is prepared in the
cooking area.;
18. The Kitchen and serving staff maintain high degree of
personal hygiene and cleanliness.;
19. Quality checks are organized by the school to ensure
clean and hygienic surroundings, preparation of nutritious
food and disposal of waste.;
 20. Feedback and Feedforward practices are in place.;
21. All safety and security measures are in place as per
norms.;
22. Kitchen has adequate temperature -controlled storage
2.10.2 School has a separate clean and hygienic Level II – facility for provisions (groceries, vegetables, fruits and dairy
Kitchen and Dining Area. Transient products).;
23. Monitoring and reviewing practices are in place.;
24. Training for personal and environmental hygiene and self-
grooming is provided to the cooking, serving and cleaning
staff.;
25. Safety checks for ensuring quality of food served to
students exist.;
26. Students and staff take the responsibility to keep their
used cutlery/utensils in designated spots.;
27. Procurement, storing, cooking and handling of food is
safe, healthy and hygienic as per FSSAI norms.;
28. All the safety measures as per the standard norms are
periodically checked. (pest control, separate gas cylinder
storage area, fire alarm, fire extinguishers and quality check of
food and water);
29. Serving trays and cutlery is available.;
30. Menu is displayed in the dining area.;
31. The dining area is neat and clean.;
32. Kitchen has adequate and appropriate storage facility for
different products (groceries, vegetables, fruits and dairy
products).;
33. Feedback is taken from staff and students to improve
quality of food.;
34. Guidelines for environmental hygiene with reference to
dining area are in place.;
35. There is a separate area for preparing and serving food.;
36. Kitchen and dining area is well ventilated and illuminated.;
37. There is a separate washing and cleaning area for food
items and utensils.;
38. Drinking water and water for hand wash available both in
kitchen and in dining area.;
39. Records and inventories are maintained.;
40. Staff for cooking, cleaning and serving is available.;
41. The school policy on Institutional Planning with regard to
kitchen and dining area infrastructure/human resource &
quality control is in place.;
42. Students and staff are encouraged not to waste food;
43. There is adequate space and furniture for cooking and
dining.;
44. Nutritious and balanced menus are planned in
collaboration with staff and students.;

1. Cleanliness and maintenance schedules are displayed

prominently in the designated areas.;
2. Improvement plans are made in collaboration with staff and
students and standard operating procedures followed to
ensure compliance.;
3. Guidelines for maintenance of cleanliness and hygiene in
hostels along with clearly defined roles and responsibilities
are available.;
4. The housekeeping maintenance schedule (daily/ weekly/
monthly) for monitoring cleanliness of dormitories,
recreational spaces, visitors’ room, offices, drinking water
 areas, wash basins, urinals, sanitary fittings, tiles, floors,
walls, corners, dustbins, doors, windows, ventilators,
plumbing pipes, laundry areas, kitchen and dining areas,
storage facilities-food and clothing etc. is followed.;
5. The School Policy on Institutional Planning with regard to
maintenance of Hostels is in place.;
6. The staff, including housekeeping staff and students
collaborate to introduce strategies and activities that involve
all stakeholders in maintaining cleanliness and hygiene in
the hostel.;
7. Recognition and appreciation is provided to students for
exhibiting good hygiene practices.;
8. The Housekeeping staff is trained and follow all safety and
Level IV- security measures.;
2.10.3 The school fosters a culture of cleanliness Dynamic
and hygiene. Evolving 9. Records and inventories are maintained.;
10. All safety and security measures are regularly monitored.;
11. Students are empowered and made responsible for the
upkeep of their own rooms.;
12. Surprise checks are organized.;
13. There is a schedule for cleaning of the Hostels -
dormitories, recreational spaces, visitors’ room, corridors,
toilets, bathing rooms, kitchen and dining areas.;
14. Guidelines for maintenance of cleanliness and hygiene in
hostels are available.;
15. Eco friendly practices are followed for management of all
kinds of waste generated in the hostel(s).;
16. Feedback and Feedforward practices are in place.;
17. The staff and students undergo orientation and
sensitization programmes on importance of eco-sanitation.;
18. The monitoring and reviewing mechanism allows for the
evaluation of cleanliness and hygiene practices in the hostel
at regular intervals.;
19. All safety and security measures are in place as per
norms.;
20. The maintenance schedule is adhered to, and monitored
and reviewed by a safety and security committee on a regular
basis.;

1. Entry to the hostels restricted to authorized personal only.;

2. Fire Extinguishers and First Aid kits are centrally located in
the hostel and regularly checked for expiry and functioning.;
3. Police verification is done before hiring of teaching, non-
teaching contractual, voluntary and other staff.;
4. Guidelines for providing safety and security to students
along with defined roles and responsibilities are available.;
5. The dorm warden uses systems thinking approach in
collaboration with students, staff, parents and alumni to
improve and strengthen the safety and security system in the
hostel.;
6. Fire Extinguishers and First Aid kits are available at
appropriate places and staff and students are trained to use
them.;
7. Safety and security measures are regularly reviewed.;
8. There is regular monitoring of health status of students.;
9. Isolated areas of the school hostel are well lit and under
frequent invigilation.;
10. There is a mechanism to redress issues of bullying,
harassment and abuse.;
11. Guidelines for providing safety and security to students
 are available.;

12. The hostel campus is enclosed and secured with

permanent boundary walls.;
13. 24X7 security guards are available at entry and exit gates
and records maintained.;
14. POCSO training and CPC committees as per statutory
norms.;

2.10.4 School provides for safety and security of Level I - 15. The hostel has the provision of infirmary with full time
students. Inceptive doctor and nurse.;
16. Registered parents/ guardians (with the Id card issued by
the school) can only visit the students.;
17. Students are empowered to take care of their own
physical safety and also of others.;
18. Records and inventories are maintained.;
19. Visitors have the access to the area designated by the
school by using a visitors’ pass.;
20. Routine health check-ups of students are conducted and
health cards are maintained.;
21. Individual health files are maintained with details of
congenital issues, disability if any, allergies, etc.;
22. Monitoring of building entrances, hallways, classrooms
and hostel before, during and after school hours.;
23. Electric wires and cables are insulated with proper
earthing and are beyond the reach of the students.;
24. Emergency medical care numbers are displayed in the
hostel.;
25. School has viable communication system in place (eg.
phone, fire alarm, etc.);
26. The School Safety and Security Policy with Emergency
Protocols is in place.;
27. School provides age appropriate and safe furniture in the
hostel.;
28. The school has installed cameras at all gates, corridors
and common rooms in the hostel.;
29. School has tie up with a nearby Hospital for emergencies.;
30. The school adheres to all statutory compliances.;
31. Feedback and Feedforward is taken from students and
teachers at regular intervals to bridge the gaps.;

1. Physical and cultural activities are conducted for the

resident students.;
2. School counselor plans preventive sessions to identify any
symptoms of mental/emotional health issues and counsels
students in times of need.;
3. Age appropriate circle time is organized to identify and
solve problems.;
4. Schedules for physical activities before and after classes
are monitored.;
5. Full time doctor and nurse organize health checkups at
regular intervals and collaborate with students and staff to
introduce new activities and strategies that focus on healthy
lifestyle and physical well-being.;
6. Defined routine schedules are followed by students and
monitored by dorm teacher.;
7. Sessions on life skills, values, health and well-being are
organized for and by the students.;
8. Regular preparatory classes are organized by campus
teachers to build the academic competencies and life skills in
the resident students.;
 9. Boarders are assigned Mentors (teachers on campus) to
help them in their academic and personal life.;
10. School conducts orientation programme for teachers for
understanding wellbeing of students.;
11. Suggestion boxes are placed at prominent places for staff
and students to give their suggestions to improve hostel life.;
12. The School Health and Wellness policy is in place.;

2.10.5 Students’ physical, mental, socio- 13. In case of behavioural or academic issue, student is
Level I - referred to the school counsellor.;
emotional and intellectual well-being is taken care Inceptive
of by intensive pastoral care programmes.
14. Full time doctor and nurse are available.;
15. Students are assigned designated leadership roles who
work in collaboration with Dorm guardians/wardens and other
students.;
16. Full time dorm guardian/warden in ratio (1:45);
17. Career counselling and Coaching facility by the school
staff or Online faculty for preparing for competitive
examinations in different fields is available.;
18. Feedback and feedforward mechanisms are in place.;
19. The whole pastoral care programmes is regularly
monitored and reviewed; gaps identified and improvement
plans made accordingly.;
20. School provides a regular connect of the resident students
with their respective parents.;
21. Records and inventories are maintained.;
22. Dorm Guardian/Hostel Warden and hostel staff are
trained to foster collaboration, care, support, safety, positivity,
self-dependence (routine) and self-care among students and
enable students to appreciate diversity.;
23. Career counselling is available to senior students.;
24. Physical and cultural activities/ Intra Hostel Competition /
Yearly Calendar in place for the overall holistic development of
the resident students.;
25. Guidelines for the upkeep of the students’ health and
wellbeing are available.;
26. Academic routine is conducted as per schedule.;
27. Anti-bullying practices are in place.;

Sub Domain - 2.4 Water, Sanitation Facilities and Waste Management

Standard Maturity Performance indicator ticked the school

Level

1. There is provision of separate and clean toilets for male and female
staff.;
2. The sanitary equipment is regularly monitored and
repaired/replaced.;
3. The waste generated is disposed off /recycled safely without any kind
of contamination to any natural resources or endangering the health of
its stakeholders and without compromising on the aesthetics in and
around the school.;
4. The school caters to a clean environment by enforcing stringent
monitoring and review practices.;
5. School has a drainage system and protocols for disposal of waste
and garbage.;
6. Capacity building of teachers, admin and housekeeping staff and
students on personal and environmental hygiene and waste
management.;
 7. There is proper disposal of waste and garbage.;
8. There is facility for safe drinking water with adequate (as defined in
CBSE affiliation Bye Laws) number of water taps for all the students,
located at a convenient point within the building.;
9. The School Policy on Health and Wellness that includes Sanitation,
Personal and Environmental Hygiene and Waste Management
Practices is in place.;
10. Gaps are identified and action plans made accordingly.;
11. All safety and security measures as per norms are in place.;
12. Teachers take up projects that focus on personal and
environmental hygiene and waste management practices.;
13. Visuals depicting key hygiene messages and use of water
conserving techniques are available in all the toilets, hand washing and
water drinking stations/areas.;
14. Water quality is tested periodically.;

2.4.1 The school provides safe drinking 15. Water filter/purifier is available in the school.;
water; adequate sanitation facilities and Level I -
follows effective waste management Inceptive 16. Dust bins are available in all the corridors and classrooms in the
practices. school.;
17. There are working locks on the toilet doors.;
18. All water, sanitation and hand washing areas are kept clean and in
hygienic conditions are maintained.;
19. Institutional planning ensures that plumbing and drainage system
and disposal of waste facilities are sustainable and scalable.;
20. Toilet(s) for divyang with necessary provisions is/are available.;
21. Sufficient water is available at all times for different purposes in the
school.;
22. Students participate and compete in events on eco-friendly
practices.;
23. Doors have child-friendly latch.;
24. All safety and security measures are regularly reviewed and action
plans made to improve the system.;
25. There is a provision for disposal of menstrual waste in girls toilet.;
26. There is regular supply of cleaning materials, soap, disinfectants,
brooms, brushes, buckets etc.;
27. The school provides a platform for students to collaborate with
parents, alumni and community to build a safe and clean environment.;
28. Hand washing facility with soap dispensers is available and easily
accessible for all age groups.;
29. There is provision of proper lighting, exhaust fans and dust bins in
the toilets.;
30. The school has adequate and separate functional and clean toilets
for girls, boys and third gender as per norms.;
31. All disinfectants and cleaning materials are kept away from the
reach of the children.;
32. Inventories are maintained.;
33. Regular/daily inspection of water and sanitation facilities by a
committee /person appointed for the task.;

Sub Domain - 2.5 Furniture

Standard Maturity Performance indicator ticked the school

Level

1. Inventories are maintained.;

2. The furniture requirements are periodically reviewed
 and additions made as per needs.;
3. Age appropriate furniture in classrooms
commensurates with the strength of students and staff.;
4. All safety and security measures are reviewed at regular
intervals.;
5. Feedback and feedforward is taken from teachers and
students on the functionality and adequacy of the furniture.;
6. All safety and security measures are in place.;
2.5.1 The school has adequate, safe, comfortable, Level IV- 7. The school organises capacity building programmes on
age appropriate and aesthetically designed Dynamic classroom management for teachers.;
furniture. Evolving
8. Appropriate furniture is available for differently abled
students.;
9. All safety and security measures are regularly reviewed;
gaps identified and improvement plans made accordingly.;
10. Different seating arrangements are demonstrated by
the teachers in correlation to their pedagogical strategies;
11. The School Policy on Institutional Planning with regard
to the provision of Furniture is in place.;
12. Students engage in multiple activities while working in
groups.;
13. Age appropriate aesthetically designed furniture is
available in the school.;

Sub Domain - 2.6 Lighting and Ventilation

Standard Maturity Performance indicator ticked the school

Level

1. School practices energy saving measures.;

2. Gaps are identified and improvement plans made accordingly.;
3. All the light points are working.;
4. There are windows in classroom for natural lighting and cross
ventilation.;
5. The text on the Boards are clearly visible to all the students in the
classroom.;
6. Entire school building is ventilated with temperatures conducive for
learning and working as per norms.;
7. The design principles include clean room design, operation and
maintenance, daylighting, diffused reflected light, discomfort glare,
energy performance, illuminance, life of lamps.;
2.6.1 The school building is designed for Level IV-
natural lighting and ventilation in keeping Dynamic 8. The School Policy with regard to eco-friendly practices and health
with the best international norms. Evolving and wellness is in place.;
9. Natural lighting and cross ventilation is a part of building design.;
10. Energy saving measures and the cleanroom design are
monitored at regular intervals.;
11. Classrooms have working artificial light system.;
12. The indoor visual environment includes elements linked to task
performance, visual comfort, health, safety and well-being of
students.;
13. The entire school building is well lit as per norms.;
14. The windows facilitate entry of daylight and provide a view.;
15. The classrooms are painted in white or light non-glossy paint to
improve the light quality in the rooms.;
16. The window panes are clean.;
 DOMAIN 3 : HUMAN RESOURCES

Supporting Evidence(s) / Records

Sub Domain - 3.1 School Staff – teaching and non-teaching

Standard Maturity Performance indicator ticked the school

Level

1. New staff members are:​

A. briefed by the concerned H.O.D./Principal/Manager regarding their
duties and activities to be undertaken ​
B acquainted with terms and conditions of employment.;
2. Specific job training in developing knowledge, skills and efficiency
in the job with hands-on experiences to face the challenges.;
3. Regular review meetings are organised to provide an opportunity
for discussions, dialogues and questions.;
4. New staff members are:​
A introduced to the school staff and school facilities ​
B given a tour of the school ​
C informed about pay ​
D informed about school’s Code of Conduct – making clear the
expected standards of conduct and behaviour ​
E apprised of their responsibility to provide a safe environment in
which children can learn​
F acquainted with other formalities to be completed.;
5. The school conducts an induction programme which is
mandatory for all new staff to attend.;
6. Feedback and feedforward from the new staff to strengthen the
induction programme.;
7. Roles and responsibilities for each step in the induction
programme are defined.;
8. Upon completion of the induction programme, the new staff is
certified.;
3.1.2 The School Induction Programme lays
strong foundations for productive Level III – 9. School assigns a mentor to each new member recruited for a
relationship and high standards of Stable certain period of time.;
performance.
10. All staff members receive appropriate child protection training
which is regularly updated.;
11. Mentoring, Monitoring and Reviewing at regular intervals is
demonstrated.;
12. The induction programme is formal, structured and
documented.;
13. The induction not only acts as an enabler for the individuals to
achieve their outcomes as per their roles but also always ensures
their responsibilities in safeguarding and protecting the children,
and abide by the standards of conduct and behaviour expected from
them.;
14. The school has an experienced employee who executes the role
of a mentor through written/verbal instructions and demonstrations
in a stress free environment.;
15. The planning for the programme includes induction activities
that cover the new employee’s first weeks and months.;
16. The principal assigns work/responsibilities to the staff as per
their knowledge, competencies and skills.;
17. A road map for the personal and professional growth of the
employees is generated with mutual consensus.;
18. New staff members are familiarized with the ​
A health and safety protocols and requirements for self and
students​
B values, ethos, core purpose and the vision of the school​
C school's policies and procedures​
D acceptable use of ICT.;
 1. The teachers write a report on the CBPs attended and the
learning is reflected in their lesson plans.;
2. The school has a pool of teacher mentors and master trainers
who constantly update their knowledge, skills and competencies.;
3. The Principal along with the teaching staff constantly search for
making improvements in teaching learning practices.;
4. The impact on students as an outcome of implementation of new
ideas/learnings is recorded.;
5. There is provision for teacher development in the Annual Budget.;
6. All teachers are registered on DIKSHA.;
7. Coaching and Mentoring of the staff is an ongoing process.;
8. Feedback and feedforward is taken at regular intervals to assess
the efficacy of the programme(s).;
9. Teachers attend CBPs as per norms defined by the Board.;
10. Teachers who have completed online courses on DIKSHA are
acknowledged by the school.;
11. The school ensures that targeted and structured teacher training
is conducted on identifying and closing the learning gaps in self and
students through collaborative, reflective and experiential
processes.;
12. Teachers avail online support for lesson plans, use of TLM,
pedagogic transactions, online reference materials, competency
based evaluation tools etc. available on DIKSHA.;
13. School makes arrangements to orient teachers on the use of
DIKSHA.;
3.1.4 The school is committed to achieving
student learning outcomes by building the Level III – 14. Teachers are a part of various forums and discussion groups
capacity of teachers through collaborative, Stable on DIKSHA and interact with peer teachers and share resources
reflective and experiential processes. and their learning with each other.;
15. The school collaborates with the schools in its hub/cluster
and/or other partners to enhance capacity building of its teachers.;
16. School maintains teacher registry.;
17. Teachers have completed online modules available on
DIKSHA.;
18. The school adopts multiple methods of developing a
professional learning community (like inviting experts, facilitated
workshops, internships in other schools, exchange visits, action
research learning groups, peer support groups, mentoring,
coaching, etc.).;
19. The school adopts both online and offline methods for building
capacity of teachers.;
20. The process of implementation of key learnings by the staff
members from the CBPs is monitored regularly in a non-
threatening environment.;
21. Technology is used as a tool for scalability and for providing
individual attention to the professional needs of teachers.;
22. The school adopts online, offline and hybrid methods for
building capacity of teachers.;
23. The system of capacity building of teachers is assessed at
regular intervals; gaps identified; and interventions provided.;
24. Annual training calendar prepared based on identification of
professional development needs of teachers and school leader is
published and made available to the staff.;
25. Teachers are provided with a dedicated time to reflect on their
practices, identify gaps in student outcomes and collaborate with
each other to improve their classroom transaction practices.;

1. All the staff, teaching and non-teaching is appointed following the

recruitment rules of the State Government where the school is
located.;
2. Improvement plans are made accordingly to strengthen the
system.;
 3. The school employs required number of qualified and competent
staff as per norms.;
4. Monitoring and reviewing practices are in place to ensure that the
process results in hiring of staff that is competent enough to meet
the student developmental goals.;
5. School reviews the staff requirements before the commencement
of every session in the light of its mission and objectives.;
6. The school complies with all recruitment norms including
background checks.;

3.1.1 The school recruits qualified and 7. The school maintains teacher registry and service books of all
competent staff (teaching and non-teaching) Level III – categories of staff.;
that is sufficient in number to support Stable
fulfilment of school mission and objectives. 8. Guidelines for recruitment of staff along with defined roles and
responsibilities are available.;
9. The school assigns duties and other responsibilities as per
staff’s professional competence.;
10. The school recruitment process employs flexible and multiple
modes to assess basic, advanced and core competencies in 'real
time’ scenarios.;
11. The school appoints full time counselor(s) and special
educator(s) as per requirement.;
12. Guidelines for recruitment of staff are available.;
13. Feedback and Feedforward mechanism is in place.;
14. School Leader is trained in Personnel Management.;
15. The school periodically reviews its process to ensure the
recruitment of best faculty and staff to cater to the developmental
needs of all the students in alignment with its mission and
objectives.;

1. Feedback mechanism to gauge satisfaction of employees is in

place.;
2. Workplace morale is enhanced and creates a ripple effect in the
workplace.;
3. Ongoing recognition practices add value to the employee
engagement and productivity.;
4. School recognises a culture of punctuality and accountability
amongst teachers.;
5. Teachers are made aware about various awards and other
incentive schemes given by the school and the State/Central Govt.;
3.1.6 The school creates a positive Level II –
organisational culture of engagement that Transient 6. Individuals are recognised and given positive feedback based on
strengthens employee-leader relationships. results or performance.;
7. Guidelines for engagement of employees are available.;
8. Teams from across the school and across all streams are
appreciated and recognised in diverse areas.;
9. Innovative practices to strengthen Recognition Programme are
embedded in the system.;
10. The Leadership Team identifies the gaps in the system and
plans improvements accordingly.;
11. Staff members (teaching and administrative) are recognised
and appreciated either verbally or through letters of appreciation in a
timely manner.;

1. The teacher appraisal and feedback system acts as a

mechanism to increase teacher effectiveness and ensures positive
outcomes for students.;
2. Guidelines for staff appraisal are made in consultation with the
staff.;
3. The school uses the appraisal system to: A create a culture of
collaboration, self-evaluation, transparency, openness, peer
learning B identify competencies and skills of the staff and assign
 new roles and responsibilities C develop a professional learning
community.;
4. Staff Appraisal is done.;
5. School conducts an appraisal of all categories of staff based on
pre- defined criteria known to the staff.;
6. The appraisal system is monitored at regular intervals; gaps
identified and improvement plans made in collaboration with the
staff to strengthen the system.;
3.1.3 The school staff appraisal is a Level II – 7. The appraisal system is used for recognising and rewarding
supportive and developmental process to Transient effective teaching.;
ensure positive outcomes for students.
8. The school authorities take supportive and developmental action
after analyzing the results of the appraisal of the staff.;
9. The Principal/HR Head schedules one to one discussion with
staff at regular intervals over a period of a year wherein a SWOT
analysis is done.;
10. School conducts 360 degree staff appraisal on the basis of data
collected through multiple sources (like student feedback, student
performance analysis, Parent feedback, Peer Feedback, lesson
observations learning walks, self-assessment).;
11. Opportunity is given to the staff to discuss the result of their
appraisal as per norms.;
12. The teaching staff is also encouraged to do self-assessment
using Teacher’s Self-Assessment Rubrics (TSAR) developed by
NCERT.;
13. Staff shares their satisfaction or concern areas with the school
authorities.;
14. The staff is provided with a written appraisal report which
reflects the areas to celebrate and areas to improve.;

1. DA and other admissible allowances as per Central or respective

State Govt. rates are paid to the staff.;
2. The school gives salary according to the latest Pay Commission.;
3.1.5 The school decides the salary and
other allowances as per state norms/central Level III – 3. The school provides staff allowances, incentives and
norms. Stable appreciation for additional work including rewards like sponsoring
training.;
4. Salary of the school staff is paid as per the CBSE affiliation bye
laws or as per state norms.;
5. School has welfare schemes for staff members.;

Sub Domain - 3.2 Parents

Standard Maturity Performance indicator ticked the school

Level

1. Parents are invited to school events like annual day.;

2. Parent teacher meetings are conducted in the school.;
3. ‘No Parent Left Behind’ is evidenced.;
4. Parents are provided with the support they need to contribute in the
enhancement of positive outcomes for students.;
5. Parents collaborate with the school in developing and implementing school
policies.;
6. Communication Tree is in place.;
7. Effective Complaint/ Suggestion Management System is in place.;
8. School invites suggestions from parents regarding school and student
development at regular intervals.;
9. School has a designated place in its premises for meeting with the parents.;
10. School takes structured feedback and feedforward from parents and has an
3.2.1 Parents are equal and Level I - immediate response system in place.;
 vital partners in education. Inceptive
11. PTA provides feedback to school for development wherever asked for.;
12. Structured, formal and informal interventions of parents in school activities are
evident in the school calendar.;
13. Parents are partners in growth of the children and thus school has an open-
door policy for parents.;
14. Communication between parents and school stakeholders is two-ways.;
15. Facilities like Library, Computer Labs and Playgrounds are accessible to the
parents.;
16. PTMs are regular and attended by most parents and a platform to engage
parents meaningfully in the developing needs of their wards.;
17. School recognizes that student achievement and success increases when
parents are welcomed and respected as partners.;
18. School has a Parent Teacher Association (PTA)* and the members meet once
in a year other than PTMs.;

19. All parents are encouraged to participate in all interventions.;

Sub Domain - 3.3 Students

Standard Maturity Performance indicator ticked the school

Level

1. The abilities and competencies of students are used effectively to provide

meaningful inputs to their juniors.;
2. Students participate in academic and non-academic school activities.;
3. Students are provided opportunities to exhibit their leadership skills and take
on responsibility and accountability of age appropriate practices in the school.;
4. Feedback from students is used for Action Research and to set SMART goals
for setting up specific quality processes.;
5. Students are used as resource for sharing insights into their world which can
help school formulate Health Promoting School Policy.;
6. All the members of the Student Council have clarity about their roles.;
7. Mechanism for taking feedback from students is in place and complaints and
suggestions are addressed.;
8. The students become positive enablers for others.;
3.3.1 Student engagement as Level II – 9. School has a process for selection of student council from senior school.;
fundamental to schooling Transient
outcome. 10. Buddy programmes and students as enablers are evidenced in selective
classes.;
11. Students assist in peer and buddy learning in academic and non-academic
activities.;
12. School has a well-integrated calendar to ensure that students have a voice
in the target setting of a school improvement plan.;
13. School creates opportunities for students to feel accepted and valued by
their peers, and by others in the school.;
14. Student participation, involvement and engagement is linked to their
economic success and long term health and wellbeing.;
15. The school has a documented process for selection of student council
consisting of students from all wings.;
16. Student council is engaged in formulating school improvement plans in
collaboration with teachers.;
17. School has a student council selected from the senior school and has
defined roles and responsibilities.;

Sub Domain - 3.5 Community

 Standard Maturity Performance indicator ticked the school
Level

1. School leadership, teachers and community representatives design,

create, develop and establish a meaningful and sustainable Community
Partnership Programme that benefits students and community
members.;
2. School facilitates volunteerism through Vidyanjali to give back,
reconnect and inspire the community.;
3. The school invites community partners to pitch projects on which they’d
benefit from student involvement.;
4. School is registered on Vidyanjali.;
5. Feedback and Feedforward is taken at regular intervals; gaps identified
and improvement plans made accordingly.;
6. Community representatives are the members of the School Managing
Committee (SMC).;
7. Community representative members of the SMC are involved in School
Improvement Planning.;
8. School facilitates engagement with Gram Panchayat/Urban Local Body
for the overall growth of the school.;
9. School invites community representatives for different activities at
special occasions.;
3.5.1 The school collaborates with 10. School collaborates with Central Govt./Private Schools/Higher
community for student achievement Level I - Educational Institutions/TEIs.;
and wellbeing and facilitates Inceptive
volunteerism. 11. The community partners in collaboration with the school staff
introduce students to age appropriate real life partnerships that align with
students’ interests.;
12. Regular monitoring and reviewing of the efficacy of the School
Community Partnership Programme and its impact on learner outcomes
is evidenced.;
13. Collaborations with Central Govt./Private Schools/ Higher Educational
Institutions/ TEIs are utilised for being mentored once or twice a year in
the identified areas.;
14. The school provides opportunities to students and staff to collaborate
with community in meaningful projects that enhance their achievement
and wellbeing.;
15. School Development Plan clearly outlines the role of the community
representatives or partners in achieving the desired goals.;
16. The school invests in mentorships for students with professionals in
the community.;
17. School has obtained support through Vidyanjali in atleast three
areas/facility.;
18. School facilities are open and accessible for the community beyond
school hours.;
19. The school community partnership initiatives provide interventions for
promoting student achievement and wellbeing.;

Sub Domain - 3.4 Alumni

Standard Maturity Performance indicator ticked the school

Level

1. The Alumni sustains the school’s educational development programme by acting as

role models, volunteers, experts and resource providers for the students’ higher
education and career readiness, and their schools’ community engagement
programmes.;
2. The school has an Alumni Association that meets once a year.;
3. Alumni Association helps students to connect with the higher educational
institutions.;
4. The Alumni widen the school network and provide educational opportunities to
 students.;
5. Alumni supports the school in designing school improvement plans, widening the
school network and sharing their resources/expertise with the school.;
6. Alumni are the Brand Ambassadors of the school.;
7. Monitoring and Reviewing practices are in place to assess the effectiveness of the
Alumni Partnership Programme and its impact on the learner outcomes; gaps
3.4.1 Alumni act as identified and improvement plans made accordingly.;
Stakeholders in Quality Level III
Education and School – Stable 8. The school organises home coming events for all its alumni irrespective of their
Development present status, gender, caste, creed, religion to appreciate, recognize and value their
contributions in the society.;
9. School invites its alumni to share their ideas and experiences with the school and
the students.;
10. The Alumni Association in collaboration with school organizes events inside or
outside campus to add value to the school educational programme.;
11. School has an alumni management system to track the alumni network.;
12. School has well-maintained record of all its pass out students.;
13. Alumni organises career development programmes, mentoring programmes, job
placement programs, online social networking events and provides internship
opportunities.;
14. Alumni contributes and engages in improvement of school infrastructure, and
teaching learning processes.;
15. Alumni engages in providing assistance to underprivileged students with no
gender bias to enhance their learning experiences.;

DOMAIN 4 : INCLUSIVE PRACTICES

Supporting Evidence(s) / Records

Sub Domain - 4.1 Barrier free Environment

Standard Maturity Performance indicator ticked the school

Level

1. School modifies and accommodate changes in the curriculum as per the

needs of divyang and students belonging to diverse socio economic
backgrounds.;
2. The curriculum is designed keeping safety and security of all students in
mind.;
3. Teachers attend capacity building programmes as per mandate.;
4. Teachers are aware of child-friendly and child-centred curriculum as
elaborated in the NEP and NCF.;
5. Development of independent living and personal management skills are
emphasized through the curriculum for the divyang and students belonging to
diverse socio economic backgrounds.;
6. Curriculum based on the principles of equity and inclusion accommodates
students belonging to disadvantaged groups - social, cultural, economical,
geographical, linguistic, gender, and students with disabilities.;
7. Monitoring and reviewing practices of the system are in place; gaps identified
and improvement plans made accordingly.;
8. School has guidelines for making the curriculum accessible to divyang and
students belonging to diverse socio economic backgrounds along with
teachers’ roles and responsibilities.;
9. Each student’s growth on the developmental continuum is monitored on a
regular basis and support and interventions provided as per need.;
10. Feedback and feedforward is taken at regular intervals from the
stakeholders.;
11. School establishes links and supports divyang and students belonging to
different socio economic backgrounds for transition to higher
education/vocational education.;
 12. Development of social skills (for healthy and positive interactions) is
included as a component in the curriculum for the divyang and students
4.1.2 The school addresses belonging to diverse socio economic backgrounds.;
equity and inclusivity by
providing accessible curriculum Level I -
Inceptive 13. Teachers attend capacity building programmes on inclusive practices.;
to divyang and students from all
socio economic backgrounds. 14. The School has a Policy on Equity and Inclusion.;
15. The school provides a platform to the students to help them develop
socially, mentally and emotionally in collaboration with the community.;
16. School Management Committee (SMC) has proportionate representation of
parents or guardians of divyang and children belonging to diverse socio
economic backgrounds.;
17. The school is aware of the RPWD Act 2016 and provisions laid down in the
Right to Children to Free and Compulsory Education Act 2009 and the rules
framed there under.;
18. The school Equity and Inclusion Committee ensures restructuring of
curriculum and its implementation for including all children in education.;
19. The curriculum is made flexible in terms of time, teaching/learning
resources, methodology, mode of access, and presentation in order to meet the
identified needs of divyang and students from different socio economic
backgrounds.;
20. The school assesses its curricular provisions in the light of RPWD Act 2016,
Right to Children to Free and Compulsory Education Act 2009, NCF and NEP at
regular intervals to ensure equity, inclusivity and accessible curricular
environment in which divyang and students from all socio economic
backgrounds learn and thrive alongside their peers.;
21. Parents of divyang and students belonging to diverse socio economic
backgrounds participate in planning and managing of the school programmes,
and have their views represented as members of the SMC.;
22. The school designs curricular solutions to mainstream divyang and
students belonging to different socio economic backgrounds in all school
programmes.;
23. The curriculum acts as an enabler for divyang and students belonging to
diverse socio economic backgrounds to experience success in learning and
maximise their potential.;
24. The school has a mechanism to identify and nurture the talent/s of each
student in collaboration with stakeholders.;

1. The school invites community members to participate and engage in the

learning programmes organised for the students.;
2. All safety and security norms are followed.;
3. School conducts authentic, performance-based assessments within typical
activities in inclusive environments for the purpose of identifying students’
learning and communication styles, preferences and interests, academic
strengths and weaknesses, and need for support.;
4. Teachers attend capacity building programmes as per mandate.;
5. Assessment practices are also inclusive of students’ self-evaluation and
reflection of own performance.;
6. Teachers make small changes, modifications, adjustments at individual level
to enable divyang and students belonging to diverse socio economic
backgrounds to participate optimally according to their potential in the teaching-
learning process.;
7. The assessment practices are uniform for all students.;
8. Formative Assessment is conducted in whole groups, smaller groups and
individually, as required.;
9. The school instructional supports are guided by action research and defined
by a specific student support plan, and include: physical, emotional, and
sensory supports; adapted materials; assistive technology and augmentative
communication; personalized performance demonstrations; personalized
instruction; and individualized grading and evaluation plans.;
10. School ensures that all the teachers have access to curriculum related
materials and the necessary training to make learning possible for all in the
classroom.;
11. Teachers evaluate the academic, social, emotional and physical
development of the student on the basis of her/his individual learning plan.;
 12. There is a regular and ongoing program for monitoring and reviewing the
process as well as the progress of students and improvement plans made
accordingly.;
13. Feedback and feedforward is based upon the portfolios of students and
anecdotal records.;
14. School ensures ongoing professional growth of teachers by supporting the
development of their knowledge, skills and attitudes regarding inclusion and
diversity.;
15. Teachers teach and assess divyang and students belonging to diverse
socio economic backgrounds along with other students.;
16. Guidelines are available for teachers to establish equitable, accessible and
inclusive classrooms along with roles and responsibilities.;
17. Teachers use library as a pedagogical tool to enhance the learning of all the
students.;
18. The teachers use total communication approach which involves various
modes of communication such as using signs, oral, auditory, written and visual
and tactile aids, for students who require it.;
19. School creates opportunities for sharing good ideas/models, innovative
practices about students’ learning within the school and provides external
platforms to share their best practices.;
20. Special Educator and Counselor are available in the school to address the
needs of all the students.;
21. Assessment reports reflect the student’s abilities and needs.;
4.1.3 The school adopts
accessible and inclusive 22. The School Equity and Inclusion Policy is in place.;
pedagogical and assessment Level I -
practices to accommodate Inceptive 23. Teachers make use of differentiated teaching learning practices with focus
divyang and students from on child centred pedagogy.;
diverse socio economic
backgrounds. 24. Teachers use extra time, peer support, visual, auditory, kinesthetic (physical
activity) and tactile (touch) inputs to support divyang and students belonging to
diverse socio economic backgrounds.;
25. The school ensures participation of all students in curricular and co-
curricular activities both inside and outside the school.;
26. Assessment tools are inclusive by design and no special efforts are needed
to make separate tools.;
27. Teachers engage parents, peers and senior students to design and
implement strategies to facilitate student learning outcomes.;
28. Assessment practices build in flexibility in terms of formats of questions and
answers; time to respond; review and correction of earlier responses by the
student; and sufficient practice time.;
29. School ensures timely specification of curriculum, syllabi, availability of
study material in accessible formats and provides adequate time for designing
appropriate teaching learning strategies and assessment tasks.;
30. Teachers are trained to develop innovative practices and new teaching
learning materials, as required for inclusive classrooms.;
31. School Management Committee(SMC) has proportionate representation of
parents or guardians of divyang and students belonging to diverse socio
economic backgrounds.;

32. Teachers organize the classroom and seat the children to optimize
opportunities for communication, interaction and learning.;
33. The teachers give extra time to students to complete their tasks and
assessments as per their ability and organize remedial classes as per their
needs.;
34. Teachers work in collaboration with special educators/counsellors to
identify the learning needs of divyang and students belonging to diverse socio
economic backgrounds.;
35. The school is aware of the RPWD Act 2016 and provisions laid down in the
Right to Children to Free and Compulsory Education Act 2009 and the rules
framed there under.;
36. School ensures ideal ratio of students and teachers to achieve learning
outcomes for all students.;
37. Teachers adopt remedial measures to support students.;
 38. Teachers make use of a range of teaching approaches including thematic
and cross curricular approaches.;
39. Teachers collaborate with special educators for developing better teaching
learning materials and processes to ensure learning of all students.;
40. School refers children with complex needs (whose progress is inadequate
despite planned interventions) to external professionals.;
41. School provides necessary support individualised or otherwise in
environments that maximise academic and social development consistent with
the goal of full inclusion.;
42. Teachers attend orientation workshops on RPWD Act 2016, RTE Act and
Inclusive Practices.;
43. Teachers engage in open discussions with each other and with the
students to plan innovative approaches to individualize learning.;
44. Teachers give students opportunity to learn and demonstrate learning in a
variety of ways such as using digital media, drawings, poetry, sculpture, pictorial
presentations and forms of art etc. and to experience success in learning to the
best of their potential.;

1. The feedback and feedforward, regarding barriers, provided by the

stakeholders is timely addressed and these barriers are removed in
collaboration with all stakeholders to ensure an inclusive and equitable school
environment.;
2. Records and inventories are maintained.;
3. Facilities used by special needs students (divyang and students from
different socioeconomic backgrounds) are not stigmatizing with regard to
location, appearance, or design.;
4. The school assesses its provisions/facilities in the light of RPWD Act 2016
and Right to Children to Free and Compulsory Education Act 2009 at regular
intervals to ensure equity, inclusivity and accessible physical environment in
which divyang and students from all socio economic backgrounds learn and
thrive alongside their peers.;
5. The teachers and the students participate in designing cost-effective,
4.1.1 The school provides technical and practical solutions for making the physical environment of a
equitable, inclusive and school safe, inclusive, accessible and friendly for all students.;
accessible physical
environment in which divyang Level II – 6. The school addresses equity, inclusivity and barrier free environment to
and students from all socio Transient divyang and students from all socio economic backgrounds by ensuring safe
economic backgrounds learn and accessible school building including toilets, playgrounds, water facility,
and thrive alongside their peers. classrooms, ramps, transportation and various other infrastructural facilities in
accordance with the provisions laid down in RPWD Act 2016 and provisions laid
down in the Right to Children to Free and Compulsory Education Act 2009 and
the rules framed there under.;
7. Guidelines for providing a barrier free environment along with roles and
responsibilities are in place.;
8. The school assesses its provisions/facilities in the light of RPWD Act 2016
and Right to Children to Free and Compulsory Education Act 2009 atleast once
a year to ensure equity, inclusivity and accessible physical environment in which
divyang and students from all socio economic backgrounds learn and thrive
alongside their peers.;
9. Orientation sessions for teachers on ensuring equity, inclusivity and
accessibility in school are organised.;
10. The School has a Policy on Equity and Inclusion.;
11. Orientation sessions for parents on ensuring equity, inclusivity and
accessibility in school are organised.;

Sub Domain - 4.2 Games, Sports and other Recreational Facilities

Standard Maturity Performance indicator ticked the school

Level

1. Medical Report and consent is taken from the parents to

ascertain if the student is medically fit enough to play the
desired game(s) or sport or participate in recreational
activities.;
 2. Parents are involved and engaged in the planning and
implementation of sports and games and recreational
activities programme for divyang and students belonging to
different socio economic backgrounds.;
3. The School Policy on Equity and Inclusive Practices is in
place.;
4. Gaps identified in the monitoring process are addressed
through improvement plans.;
5. School adopts a procedure to know the abilities of the
students and accordingly makes provisions for games,
sports and recreational facilities in the sports education
programme for them.;
6. Teachers prepare innovative strategies to engage divyang
and students belonging to different socio economic
backgrounds in different sports, games and recreational
activities in a safe and secure environment.;
7. Feedback and feedforward practices along with other
monitoring and reviewing practices are in place.;
8. Guidelines for providing an equitable, accessible and
inclusive sports education programme along with teachers’
roles and responsibilities are in place.;
9. All students are involved in daily physical activity without
any risk of injury to themselves or others.;
10. Teachers participate in capacity building programmes
as per mandate.;
4.2.1 Indoor and outdoor games, sports and other
recreational facilities are provided to divyang and Level II – 11. Students with different abilities across genders and
students belonging to different socio economic Transient belonging to diverse socio economic backgrounds
backgrounds to learn and thrive with their peers. participate in school cultural activities.;
12. Progress of students in these activities is regularly
monitored on pre-defined criteria.;
13. Parents, alumni and community members contribute in
planning and implementing sports and games and
recreational activities programme designed for divyang and
students belonging to different socio economic
backgrounds in the school.;
14. School has an open communication with the parents of
divyang and invites them to be a partner in providing a safe
and secure environment to their wards.;
15. Records and inventories are maintained.;
16. PE Teachers are trained in conducting different types of
physical activities for ensuring the fitness of all students.;
17. PE and other teachers are sensitized about the needs of
divyang and make participation in sports and other activities
a safe and healthy experience for them.;
18. Indoor and outdoor games and sports and recreational
facilities are accessible and available to all students from
all backgrounds and modified to suit the needs of divyang.;
19. All students, regardless of ability and background,
participate, involve and engage in physical and recreational
activities in a safe and secure environment in designated
time slots.;
20. Implementation of annual curriculum and pedagogical
plan integrating sports is evidenced.;
21. All safety and security norms are followed.;
22. Implementation of planned equitable, accessible and
inclusive sports education programme is evidenced.;

Sub Domain - 4.4 Overcoming Attitudinal Barriers

Standard Maturity Performance indicator ticked the school

Level
 1. The school organises awareness programmes to educate students and families on benefits of
inclusion.;
2. Parents from diverse backgrounds and different disabilities participate and are engaged in
school activities.;
3. The school culture promotes usage of right terminology for people with varying abilities and
belonging to different backgrounds through pictorial representations, written or verbal
communications and through policies, practices and in school programmes.;
4. The Policy is monitored and reviewed at regular intervals; gaps identified and improvement
plans made accordingly.;
5. The school organises sensitization programmes for teachers on inclusive practices.;
6. School has a repository of knowledge material on diversity and inclusion.;
7. Guidelines for overcoming attitudinal barriers along with roles and responsibilities are in place.;
8. A culture of positive reinforcement that promotes inclusion is evidenced.;
9. The teachers provide opportunities to students with and without disabilities to interact with one
another.;
10. School practices reflect that the teaching community is moving away from knowledge and
information on disability characteristics to integration of inclusive practices.;
4.4.1 The
school 11. The school invites guest speakers with disabilities to interact with students, teachers and
fosters a parents.;
culture of Level II –
compassion, Transient 12. School ensures capacity building of teachers on Cross Disability.;
care and
empathy 13. The school educates staff about the benefits of inclusion through capacity building
towards all. programmes and workshops.;
14. Students are encouraged to see different perspectives by participating in inclusive programmes
from an early age.;
15. Policy for Equity and Inclusive Practices is in place.;
16. The school provides safe and secure environment to all the students as per norms.;
17. The school staff models inclusive behaviour by treating all students with respect and providing
opportunities to participate in all aspects of school life.;
18. Teachers are the advocate for their students and families, and encourage participation of the
families to improve student outcomes.;
19. The school fosters compassion, care and empathy towards all through a sustained and
scalable model involving the stakeholders: A by building knowledge and information on an ongoing
basis B creating model training programmes or material on understanding inclusion, its benefits to
all and overcoming attitudinal barriers C communication of shared vision on commitment to full
participation of students in school programmes of all abilities and backgrounds D involving
students with disabilities in designing, planning and implementing school programmes E
additional training for staff dealing with divyang and students belonging to different socio economic
backgrounds F collaboration with community.;
20. The school organises awareness programmes or campaigns on child rights and ensures
compliance of the same.;
21. The school organises information sessions for the staff to break down stereotypes and
encourage positive attitude towards all.;

Sub Domain - 4.5 Self Special Equity Projects

Standard Maturity Performance indicator ticked the school

Level

1. Guidelines for self-defence program for girl students are available

along with roles and responsibilities.;
2. Records are maintained.;
3. Locally available human resources contribute to the training
programmes.;
4. The girl students and female staff members are provided with skills
and knowledge to defend themselves by promoting physical fitness,
mental discipline, and emotional well-being.;
5. School conducts training on self-defence for girl students every year.;
 6. The Safety and Security Policy inclusive of ensuring safety and
security of girl students is available.;
4.5.1 Self Defence Training instils a 7. The school prepares their girl students and female staff members
sense of confidence, promotes physical Level I - about situational awareness, boundary setting and assertiveness.;
fitness and enhances emotional Inceptive
wellbeing among the girls. 8. All students participate in school Physical Education Programme as
per their allotted time table.;
9. The school organizes orientation programme for girls on the
importance of learning self-defence.;
10. Feedback and Feedforward is taken at regular intervals from the girl
students, female staff members and their families to assess the
efficacy of the programme; gaps identified and improvement plans
made accordingly to strengthen the system.;
11. Self-defence training is a mandatory part of school curricula for all
girl students of classes I to XII.;
12. The Physical Education Programme in the school ensures that self-
defence is a part of the process of empowerment of girl students.;
13. School has appointed a nodal person who coordinates the training
programmes for girl students every year.;

DOMAIN 5 : MANAGEMENT AND GOVERNANCE

Supporting Evidence(s) / Records

Sub Domain - 5.1 Vision and Mission Statement

Standard Maturity Performance indicator ticked the school

Level

1. Staff is aware of their roles and responsibilities.;

2. The school uses the SOPs to adhere to a defined
schedule and ensure the safety of all and avoid potential
failures.;
3. The school management and governance system is in
early constructive years and practices are corrective in
nature.;
4. The school mission statement outlines how the school will
translate its vision into action.;
5. The School Management and Leadership Team ensures
that the Vision is the guiding force behind all academic and
non-academic standard operating procedures.;
6. The SOPs are approved by the concerned authority.;
7. The school has a Management and Governance Policy in
alignment with its Vision and Mission.;
8. The Vision reflects the target audience, the goal(s) and the
ways to achieve the intended goal(s).;
9. The SOPs are prepared in collaboration with the
stakeholders (teachers, parents and students, alumni,
5.1.1 The School Management and Governance community) and are in alignment with the school’s Vision
System is driven by Standard Operating Level II – and Mission.;
Procedures (SOPs) made in alignment with its Transient
policies, vision and mission. 10. The school management and governance system is
defined and documented and practices are preventive and
corrective in nature.;
11. Records and inventories are maintained.;
12. The SOPs are monitored, reviewed and edited at regular
intervals to ensure that the SOPs are appropriate, relevant
and applicable to the requirements of the organisation.;
13. Before drafting SOPs, the school identifies task
dependencies in order to reduce errors, increase efficiency
and profitability, maintain consistency, improve
communication and create a safe work environment.;
 14. The school uses the SOPs to guarantee that compliance
standards are adhered to.;
15. Guidelines, rules and regulations for running the school
are available.;
16. The School SOP Manual provides policies, standards
and processes for completion of different tasks and potential
risks associated with each process.;
17. The school has written Vision and Mission statements
framed by its Management or Governing Body and
communicated to its stakeholders.;

Sub Domain - 5.4 Resource Management

Standard Maturity Performance indicator ticked the school

Level

1. The Integrated Annual Curriculum and Pedagogical Plan reflects

strategies and approaches to build capacity of students for effective and
optimal usage of resources inside and outside the school.;
2. School resources are optimally utilized and augmented on the basis of
need analysis.;
3. The existing resources in the form of infrastructure and equipment are
utilized and need analysis done before procuring new resources.;
4. School has a mechanism for monitoring the: A programmes for
developing human resources B equipment and facilities for teachers to
deliver high quality teaching and learning C usage of physical resources
D usage of technology E impact of the resource management system on
the students and the overall growth of the school.;
5. Principal ensures fee collection.;
6. The school staff raises their need for resources only after the review of
the existing resources.;
7. Capacity Building Programmes on establishing effective school
resource management system with clear cut roles and responsibilities
are organized for staff.;
8. The school forms connections with the community to share their
resources for the promotion of the wellbeing of all the students.;
9. The school is an active member of the Hub of Learning/Cluster of
Schools and practices sharing and exchanging of resources with others
for mutual benefit.;
10. Records and inventories are maintained.;
11. Steps to reduce, reuse and recycle are taken by the school leadership
team as well as by the staff and students.;
5.4.1 The School Resource 12. The school resource management system ensures:​
Management System facilitates the A no child drops out of school​
optimal use of resources and creates Level III
– Stable B students regularly attend the school ​
a positive and supportive environment C resources are optimally utilised​
for the growth of the school. D low attrition of staff.;
13. The school resource management system enables partnership with
individuals, organizations, and businesses; draws on their experiences to
promote students' social, emotional, physical, and intellectual
development.;
14. The school staff and students are responsible for the management of
school resources to make the best possible decisions.;
15. The school organises activities for creating awareness among
students for the effective usage of resources.;
16. Students are involved in designing, implementing and monitoring
programmes for resource management.;
17. Regular Monitoring and reporting of usage of available resources as
mandated is evidenced.;
18. The school environmental club engages in corrective measures to
conserve resources.;
 19. Convergence with Govt. bodies – local/regional/national for different
provisions (like playgrounds, electrification, maintenance of toilets, solar
panel, ramps and handrails etc.).;
20. The school resource management system uses tools, techniques
and technology to encourage innovation and target resources towards the
needs of the students and uses data-driven insights to manage its
assets.;
21. The school resource management system identifies valuable and
cost effective resources in and outside school as to secure the best
outcome for pupils, and value for money for the parent.;
22. Gaps are identified and improvement plans made to facilitate optimal
use of resources and create a positive and supportive environment for the
growth of the school.;

Sub Domain - 5.5 Relationship Management

Standard Maturity Performance indicator ticked the school

Level

1. The school staff accepts routine queries of the parents.;

2. The school communicates either telephonically or face to face.;
3. Follow ups are done and corrective actions are taken immediately.;
4. School communicates using different channels both online and offline
to communicate with its stakeholders and others in the community.;
5. The school staff responds to routine and challenging queries of the
parents.;
6. School sends timely communication to parents and students.;
7. School Staff is trained on maintaining relationships with the
stakeholders respectfully and responding to them within time.;
8. Records and inventories are maintained.;
9. Open-Door Policy supports the school in maintaining a healthy
relationship with stakeholders.;
10. The School Management and Governance Policy inclusive of
Relationship Management is in place.;

5.5.1 The School Relationship 11. The school relationship management system maintains an ongoing
Management System nurtures and Level IV- level of engagement with its stakeholders thus building and strengthening
sustains meaningful relationships Dynamic new and existing relationships with its stakeholders.;
with its stakeholders to foster Evolving
increased student achievement. 12. The staff is oriented on addressing the queries of the students and
parents.;
13. A record of communication with parents and staff is maintained.;
14. All staff is regularly trained in interpersonal, consensus building,
analytical and communication skills.;
15. Feedback and Feedforward is invited from the stakeholders.;
16. Guidelines for communicating with students, parents and community
are in place with the underlying philosophy of ensuring physical and socio
emotional safety.;
17. The school relationship management system keeps track of all the
dealings and communication with the stakeholders, community and
vendors, analyzes the data; identifies trends and issues that could be
useful in designing plans for developing, nurturing and sustaining
meaningful relationships with the stakeholders.;
18. Guidelines for maintaining relationships with the stakeholders –
students, parents, community, alumni and vendors with underlying
philosophy of inclusivity, equity and mutual respect are in place and
reviewed by the leadership team.;
19. The School Relationship Management System relies on its
Communication System, Feedback and Feedforward Mechanism, Quick
Response Time and Open Door Policy.;
Sub Domain - 5.6 Activity Management

Standard Maturity Performance indicator ticked the school

Level

1. Records and inventories are maintained.;

2. The school activity management system details guidelines for planning,
implementation, monitoring and reviewing of activities.;
3. Gaps are identified during the monitoring process and action taken for
accelerating and managing the effective and efficient conduct of all planned school
activities.;
4. Supervision of activities is evidenced.;
5. Corrective actions are in place.;
6. The School Management and Governance Policy inclusive of Activity
Management is in place.;
7. School Staff is aware of their roles and responsibilities.;
8. Documented guidelines are available for preparing school activity calendar.;
9. The school time table depicts all the activities defined in the school calendar.;
10. Record of activities conducted as per the time table are maintained.;
11. All safety and security norms are followed during the conduct of the planned
activities.;

5.6.1 The School Activity 12. Staff is trained in planning, organising and managing all the school activities.;
Management System
accelerates and manages the Level III 13. There is representation of students, teachers, alumni, parents and community
workflow of all the activities of – Stable in planning, implementation, monitoring and reviewing of the school activities.;
the school.
14. Work flows for the conduct of different activities are evidenced.;
15. The school activity management system: A ensures feedback and feedforward
from stakeholders B tracks the performance of each process owner C tracks the
progress of each activity as per the defined plan D analyses the data E assesses
the impact of the activities on the students’ performance and achievement.;
16. The responsibilities for execution of school activities are decentralized after
meticulous planning and are systematically executed.;
17. Involvement of students, parents and community members in planning,
organising and managing different activities of the school is evidenced.;
18. Activities are planned by the school staff keeping in view the existing resources
– human and physical.;
19. The school activity management system ensures all safety and security norms
are in place before, during and after the activities.;
20. The school activity management system makes use of technology in
accelerating and managing workflow of all school activities, tracking their
progress, data collection, record maintenance and reporting.;
21. Guidelines for management of all school activities (school calendar; teachers,
parents, alumni and community involvement calendar) along with defined roles
and responsibilities for all staff members are well in place.;
22. Risk assessment of the proposed activities is done to ensure safety and
security; avoid duplication; and maintain budgetary provisions.;

Sub Domain - 5.7 Data and Record Maintenance

Standard Maturity Performance indicator ticked the school

Level

1. The school computerizes the data of all types of records (students, teachers, finances,
resources, curricular and co-curricular activities, facilities, etc.);
2. The staff is trained on data maintenance aspects like​
A which documents to be stored ​
B how they should be stored ​
C duration of storage​
 D location of the documents​
E control of documents ​
F accessibility of documents ​
G updation of documents.;
3. The school data and record management system helps teachers, administrators, and
other support staff to keep track of their operational and functional activities.;
4. All types of data and records as per norms are maintained and kept safe in the school.;
5. The maintained data is accessible to all the concerned.;
6. The School Management and Governance Policy inclusive of Data and Record
Management System is in place.;
7. Process Owners/ Concerned Staff are responsible for recording, storing, updating and
5.7.1 The School retrieving information.;
Data and Record
Maintenance 8. The data is accessible to the staff and is utilized to enhance school processes and
System assists in Level IV- systems.;
making informed Dynamic
decisions for Evolving 9. The data is accessible to the staff.;
increased
efficiency and 10. School records provide information for teachers, counsellors, curriculum planners and
productivity. instructional supervisors for planning and implementing instructional and administrative
activities.;
11. Data analysis of school records inform teachers on how to encourage students to explore
their learning paths they enjoy, and pave their path to their success in conventional and
offbeat career choices.;
12. Action Plans are made on the basis of the trends and patterns that are analysed to
improve the efficiency and productivity of the operational and functional activities of the school.;
13. The school data and record management system allows all the concerned to: A be aware
of the type of records available B document accurate and relevant academic and non-
academic data and records in a physical/digital safe and secure environment C locate and
access them easily D use them to increase the efficiency and effectiveness of the school
systems E save administrative costs in terms of time, money, resources and storage F meet
all statutory requirements G take timely and informed decisions based on due analysis of
data H interpret patterns/trends I protect/safeguard the interests of staff and stakeholders.;
14. The school data and record management system allows all the concerned to: A track data
and record-keeping related to various academic and non-academic aspects of school
functioning at regular intervals to manage operational and functional requirements B identify
deviations and areas of concern C measure the impact of the implementation of the planned
activities on the overall growth of the students and the school.;
15. The data is used to make timely decisions on activities that are integral to the smooth
functioning of the school.;

Sub Domain - 5.8 Oral/Virtual/Online and Written Communication

Standard Maturity Performance indicator ticked the school

Level

1. Guidelines are in place for the optimal usage of school communication system
with defined roles and responsibilities to reach out to all the stakeholders in time.;
2. The communication systems like written circulars, newsletters, SMS system,
school website, PTM, school magazine, etc. are used.;
3. The school has formal channels/modes to communicate with its stakeholders
and the staff is trained to use them effectively.;
4. The school communication system ensures reaching out to non-digital and digital
parents.;
5. The school communication system facilitates coordination within and outside
school with its stakeholders.;
6. The school communication system facilitates the stakeholders to communicate
with the school staff and the leaders.;
7. The school staff is involved in making informed decisions on optimising the type
of communication channel/ equipment system to be used.;
8. School communicates all the necessary information to its stakeholders.;
9. Improvement Plans are made to enhance efficacy of the communication system.;
5.8.1 The School 10. The school communication system enables the school staff to: A be flexible in
 Communication System using any of the available channels in an appropriate and cost effective manner B
facilitates the school staff to Level II – supplement their communications through digital channels C communicate to all
stay connected with its Transient concerned in real time and safe and secured manner.;
stakeholders and
community anytime, 11. The school communication system allows the school to A keep track of all the
anywhere. communications sent/received to/from the stakeholders B take feedback and
feedforward from the stakeholders about the authenticity and relevance of the
delivery mechanism/communication channel used C analyse the impact of the
communications on the beneficiary satisfaction D use the data /feedback to identify
deviations and non-compliances in the system.;
12. The school has an effective horizontal, vertical, internal and external
communication system to establish transparent systems;
13. Evidence that the two-way communication brings about progress in the students’
developmental continuum is clearly visible.;
14. The school has a mechanism to take feedback and feedforward from
stakeholders on the efficacy of the communication system at least twice/thrice a
year.;
15. The communication is two ways.;
16. Records and inventories are maintained.;
17. The School Management and Governance Policy inclusive of Communication
System is in place.;
18. The school has a complete automated communication system which uses data
base, manages student information, engages parents, communicates important
information to its stakeholders, manages school administration etc.;

Sub Domain - 5.9 Financial and Fee Administration

Standard Maturity Performance indicator ticked the school

Level

1. The responsibility of overseeing and managing the finances is entrusted to a person with
appropriate qualification and abilities.;
2. The School Management and Governance Policy inclusive of Financial and Fee Administration
System is in place.;
3. Records and inventories are maintained.;
4. School has a budget that is based on the principle of rationality, admissibility and allocability of
funds.;
5. Financial transactions are made and records are maintained.;
6. Compliance with organizational policies and applicable laws and regulations are evidenced.;
7. All concerned staff is trained in making of the budget and in optimal usage of funds.;
8. The school financial and fee administration system A gives sufficient financial powers to the
school leaders to ensure timely and efficient functioning of the school system B facilitates
preparation of school budget to meet all the operational expenses and improvement plans C sets
procedures for determining rationality, admissibility and allocability of funds D ensures timely and
efficient transfer of funds E safeguards all the assets to ensure that they are used solely for
authorized purposes F safeguards funds against fraud and misuse G ensures use of qualitative or
5.9.1 The quantitative methods to prioritize and identify higher risk activities H allows for use of technology for
School efficient handling of financial resources.;
Financial and
Fee 9. The school has disclosed its fee structure on its website and the heads are as per norms.;
Administration Level IV-
System is Dynamic 10. Fee is charged as per the approved heads of the concerned state govt./policy.;
based on Evolving
rationality, 11. Code of conduct and other policies regarding acceptable institutional practices, conflicts of
admissibility interest, and expected standards of ethical and moral behavior are clearly defined and conveyed to
and the staff.;
allocability.
12. Sales and purchase procedures are followed; appropriate balance is maintained between
Income and Expenditure.;
13. Supervisory activities are evidenced.;
14. The school financial and fee administration system: A allows for transparent internal and
external auditing of the accounts B tracks income and expenditure on ongoing basis C monitors
the actions of the authorised and concerned staff in performing their duties while dealing with
funds at regular intervals D aids in identifying needed areas of improvement in the system using
feedback and feedforward mechanism E uses the monitoring practices on an ongoing basis to
ensure compliance to all statutory norms F lays the foundation for continuous improvement in the
 system.;
15. School adopts internal control procedures to ensure efficient usage of school funds to
accomplish goals and objectives.;
16. The authorised staff is aware of its roles and responsibilities.;
17. The school financial and fee administration system: A allows for transparent internal auditing
of the accounts B tracks income and expenditure C monitors the actions of the authorised and
concerned staff in performing their duties while dealing with funds.;
18. Opportunities are provided to the staff members to participate in determining financial priorities
or preparing the budget that have an impact on the learner outcome.;

Sub Domain - 5.10 Admission Process

Standard Maturity Performance indicator ticked the school

Level

1. Admissions process is non-discriminatory, rational, and transparent

and conducted in a safe and secure environment.;
2. Adequate and appropriate information is available on the school
Website/ promotional material to ensure transparency in the admission
process.;
3. The School Admission Policy based on the principles of being non-
discriminatory, rational, transparent is in consonance with Board’s and
RTE Act guidelines and norms.;
4. School ensures tracking of every child in all classes.;
5. Digital and non-digital means of communication are used to convey
acceptability of students, especially OoSC and children from deprived
communities.;
6. A seamless and ongoing communication with prospective parents
especially of OoSC and children from deprived communities is
evidenced.;
7. Gaps are identified during the monitoring process and action taken for
mainstreaming all the students into the existing school system.;
8. The school admits students under the RTE Act 2010/ EWS /
Sponsored category or special category or deprived communities as per
guidelines.;
9. Regular interactions with the parents to assess the location of the
students on their developmental continuum is evidenced.;
10. The school admission process: A ensures feedback and feedforward
from stakeholders at regular intervals B tracks the performance of each
process owner C tracks the progress of each child as per the Individual
Education Plan (IEP) D analyses the data E assesses the impact of the
5.10.1 The School Admission Policy is activities on the students’ performance and achievement F assesses the
in consonance with Board’s and RTE impact of the process on the stakeholders.;
Act norms and is inclusive of bringing Level I -
OoSC (Out of School Children) and Inceptive 11. Records and inventories are maintained.;
children from deprived communities in
the school system. 12. The school uses digital and non-digital interventions to strengthen
the system.;
13. All admission documentation is complete.;
14. Roles and responsibilities are clearly defined for following the
admission process in a non-discriminatory, rational, and transparent
manner.;
15. Guidelines for ensuring admissions on a non-discriminatory,
rational, transparent basis are in place.;
16. Sensitization and orientation programmes are conducted for
students and staff to address equity, inclusivity and diversity.;
17. The school’s promotional material and activities are in consonance
with the Vision and Mission of the school.;
18. Information obtained from the parents regarding the student is
evaluated and accordingly programmes/activities are offered to the child.;
19. Regular consultation and counselling sessions organised with the
community and parents of OoSC and Deprived Communities.;
 20. Special remedial classes and bridge courses are arranged to
mainstream EWS and students from socially disadvantaged groups
before they join school.;
21. The school organises activities to identify and mainstream all the
OoSC and ensures that no child in the school vicinity is out of school
system.;
22. The staff is trained on inclusive education practices.;
23. The staff engages in inclusive practices before, during and after
admissions.;

Sub Domain - 5.2 Institutional Planning Mechanism

Standard Maturity Performance indicator ticked the school

Level

1. School upgrades the knowledge and skills of its staff and students on a
continuous basis to put institutional plan into practice to achieve the desired goals
and objectives.;
2. The School Institutional Plan:​
A provides equal opportunities to all the students and makes education available
to all​
B aims at empowering teachers to be active and strategic thinkers and contributing
members towards the improvement and development of institution and its
programmes ​
C accommodates the recommendations of the NEP and the Board​
D gives direction to the functioning of the institution​
E provides realistic, concrete and achievable ideas to orient the whole school
educational programme towards the achievement of the desired learner
outcomes.;
3. Institutional Planning follows the process of analysis, survey, improvement,
implementation and evaluation in generating the desired outcomes (like
improvement of the school environment and campus, teaching-learning materials,
academic facilities, co-curricular activities; usage of technology; research; fairness
and accountability; involvement of members of educational institutions; recognition
of rights and responsibilities; inculcation of morality and ethics and other school
improvement projects);

5.2.1 The School Institutional 4. Strategies and support material required to achieve the goals are defined.;
Plan is based on the needs of
the students and community Level IV- 5. The School Management and Governance Policy inclusive of Institutional
and the principle of optimum Dynamic Planning is in alignment with the Vision and Mission statements of the school.;
utilization of resources Evolving
available in the school and 6. Records and inventories are maintained.;
community.
7. The School Institutional Plan is based on the needs of the institution and the
requirements of the affiliating body.;
8. All the stakeholders are aware of the institutional plan and their roles and
responsibilities and work collaboratively to achieve the desired outcomes.;
9. Duties are allocated as per the plan.;
10. The School Institutional Plan ​
A is a working plan based the needs of the students ​
B defines short term and long term goals​
C is made keeping in view available resources in the school.;
11. The School Institutional Plan, is a dynamic working plan, made keeping in view
the capacity of its staff, the needs of the students and the local community and
available resources in the school.;
12. Institutional Planning is done with a perspective of:​
A Providing safe and secure environment​
B Bringing improvement in the institution​
C Giving proper direction to educational objectives​
D Maximum utilization of available resources​
E Encouraging individual and collective initiatives.;
13. Institutional Planning is done in collaboration with staff, students, parents,
alumni and community in a democratic environment.;

Sub Domain - 5.3 Effective Coordination

 Standard Maturity Performance indicator ticked the school
Level

1. The school coordination system is evidenced in the form of meetings -

larger group, smaller group and one on one that promotes cooperation
and collaboration and development of interpersonal and horizontal
relationships.;
2. Coordination is established:​
A using effective communication system in the form of emails, letters,
documented procedures, reports, circulars and also through personal
interactions; and ​
B by building relationships with the fellow staff, school leaders, vendors
and other community members.;
3. While functioning in their respective roles at different levels, the school
staff along with the parents, students, alumni and other community
stakeholders work in perfect synchronization and harmony for the
realization of the common school goals without wastage, delays,
indifferences and other organisational problems.;
4. The monitoring practices for ensuring effective internal, external, vertical
and horizontal coordination systems, regulate the direction of the
institution involving measuring performances, correcting deviations and
assuring the accomplishment of plans.;
5. Gaps are identified and improvement plans made accordingly to
ensure efficiency, economy, team spirit in the efforts for accomplishing
the goals.;
6. Records and inventories are maintained.;
7. The School Management and Governance Policy inclusive of
establishing effective co-ordination within the school and with outside
5.3.1 The School Management and community is in alignment with the Vision and Mission statements of the
Governance System establishes Level IV- school.;
effective co-ordination within the school Dynamic
and with outside community to achieve Evolving 8. School coordinates with external bodies as and when required.;
the desired goals.
9. The institution analyses the impact of the coordination system and
takes suitable remedial measures to strengthen the system.;
10. The school coordinates with external bodies to achieve institutional
goals.;
11. The Head of the School is responsible for ensuring realization of
objectives stated in the vision and mission statement.;
12. Capacity Building Programmes on establishing effective internal,
external, vertical and horizontal coordination systems with clear cut roles
and responsibilities are organized for staff.;
13. The school management:​
A ensures a working relationship with the school head and staff; ​
B has clearly defined their roles and responsibilities in the realization of
its objectives.;
14. The institution has an effective coordination system to build
relationships with the external forces (community in which the school
exists, vendors, agencies, Govt. Policies, materials, economics, science
and technology) that affect the environment in which the institution works.;
15. Coordination is evidenced between the School Head and the
Departmental Heads.;
16. The school management system establishes effective and sustained
internal, external, vertical and horizontal coordination systems from
planning till the monitoring stage of different school functions.;
17. There is cooperative and effective working relationship between the
Management/Governing Body and Head of the school.;

DOMAIN 6 : LEADERSHIP

Supporting Evidence(s) / Records

Sub Domain - 6.2 Collaborative Leadership

Standard Maturity Performance indicator ticked the school

Level
 1. The school leader is an active member of Hubs of Learning.;
2. The school leadership demonstrates empathy, flexibility, openness, inclusivity, strategic
thinking in all its collaborative dealings.;
3. School Leader is open to Feedback and Feedforward given by diverse stakeholders.;
4. Teams work in collaboration to understand the needs of the students and achieve the
pre-defined goals of improved student outcomes.;
5. The school leader ensures effectiveness of the group initiatives by making the group
members responsible for the implementation in timely and competent manner,
empowering the group to evaluate, amend, re-evaluate the plan, the process and the
result.;
6. The key personnel at all the levels are given the ownership of completing the routine
tasks of school functioning.;
7. The school leader ensures that there are interactions with school stakeholders.;
8. School collaborates with other professionals and paraprofessionals; participates in
community initiatives and capacity building; shares and exchanges best practices with
members of the community to devise improvements in existing practices.;
9. The school leader forms teams comprising of school staff at all levels and collaborates
with the team to define their roles and responsibilities.;
10. The school teams adopt reflective practices to plan interventions for improvement in
their systems.;
6.2.1 Collaborative
Leadership engages Level IV- 11. The School Collaborative Leadership Policy based on principles of alignment,
shared intelligence to Dynamic engagement, and mutual accountability among all team members is in place.;
co-create learning Evolving
institutions. 12. The school leadership collaborates with neighbourhood school(s) to share and
exchange best practices.;
13. The school leader defines her/his role as a collaborative leader.;

14. The school leader provides opportunities for students to collaborate in different
activities and events.;
15. The school leadership encourages ownership of collaborative projects, provides
platform for shared intelligence, extends support and resources; and encourages new
leadership from within.;
16. The school leadership nurtures collaborative relationships by: A creating policies (like
HR policies, Management and Governance Policy) and procedures B using interactive
technologies C setting flatter hierarchies D creating a culture of acceptance of diverse
perspectives from cross functional teams E following an open process for finding solutions
with mutual consensus.;
17. School Teams are formed at all levels (staff/ students/ parents/ community); given the
ownership of projects; empowered to plan, implement, and evaluate their performances.;
18. The school leader partners with CSO (Civil Society Organisations) and NGOs (Non-
Governmental Organisations/ Philanthropic Organisations) to provide students with quality
learning experiences.;
19. School leader engages appropriate staff from different levels in collaborative problem-
solving and decision-making to develop strategies for addressing the shared concerns of
the institution or community in allocated time slots.;
20. The school leader collaborates with the key personnel in the institution.;
21. The school leader collaborates with the community as per the requirements.;

Sub Domain - 6.3 Systems for Ongoing Quality and Change Management

Standard Maturity Performance indicator ticked the school

Level

1. School Leader along with her/his team of teachers engages in reflective

exercises to understand the needs of the students and plans the learning
programme accordingly to achieve the intended learning outcomes.;
2. School Leader strengthens the efficacy of the teachers for ensuring
enhanced achievement of student learning outcomes by A investing in an
ongoing capacity building programme for them B providing support through
faculty mentoring programs C reinforcing/acknowledging/ celebrating the
best practices adopted by them.;
 3. Lesson plans are created on the basis of student’s learning levels and
are inclusive of different learning styles.;
4. Teachers are oriented on the use of Learning Outcomes.;
5. Teachers are assigned subjects and grades according to their
competencies.;
6. The School Leader is aware of her/his role in providing a climate of
support for staff and students to enhance student learning outcomes.;
7. School Leader ensures barrier free equitable access to resources for all
students to ensure all students move further on their developmental
continuum.;
8. The school leader, in collaboration with staff and students, designs
opportunities that provide people to work together around the common goal
of student achievement.;
9. Gaps identified in the monitoring process are addressed through
appropriate interventions and improvement plans based on the needs of the
students.;
10. Student results are analysed and strategic plans made to enhance
learning outcomes.;
11. School Leader ensures teachers attend forums to understand latest
research/practices in teaching and learning.;
12. The integrated annual curriculum and pedagogical plan reflects activities
designed to accomplish defined LOs.;
13. School Leadership enhances student learning outcomes by
6.3.1 School Leader fosters a establishing support structures to: A mentor leadership teams B create
climate that supports achievement Level II – professional learning community C foster interpersonal relationships D
of learning outcomes. Transient provide adequate physical resources E improve systems F provide support
to staff while dealing with external pressures.;
14. Autonomy is given to the teachers to innovate and devise appropriate
teaching strategies and activities relevant to the needs of all the students.;
15. Teachers cultivate a culture of accountability and provide students with
opportunities to explore, discover and reflect on their thinking, and learning
behaviours; motivate students to take responsibility and ownership for their
own learning by setting goals for themselves.;
16. Involvement of parents in the learning programme of the students is
ensured by empowering them with support, training and resources.;
17. The School Leader monitors and reviews the achievement of the
intended learning outcomes on a regular basis through data collection and
analysis, using multiple tools and techniques.;
18. Different assessment tasks/modes are designed/used to assess the
achievement of learning outcomes.;
19. Students are provided with opportunities to plan and design
programmes for themselves; set goals; participate in broad range of
activities within and outside school.;
20. Teachers attend capacity building programmes as per mandate.;
21. School Leader gathers inputs from stakeholders, professionals to
enhance student achievement.;
22. School Leader and teachers are aware of the Learning Outcomes.;
23. Goals for staff and students are set individually and collectively.;
24. School Leader prepares Annual Curriculum and Pedagogical Plan in
collaboration with teachers.;
25. Teachers are empowered to use defined learning outcomes as
guidelines for designing of content, instruction and assessment tasks.;
26. The School Policy on Institutional Planning inclusive of practices to
improve student learning outcomes is in place.;
27. School Leader engages in learning forums, research or similar
practices to keep in touch with latest practices in teaching and assessment
that enhance student learning outcomes.;

1. Roles are defined in the system of allocation of duties.;

2. Code of conduct is defined for teachers and students.;
 3. School engages in self and internal evaluations.;
4. Quality Control System in the school evaluates instructional practices,
school administrative procedures and educational outcomes that aid in
improving accountability in all staff.;
5. School uses measures other than student assessments to monitor the
quality of the education it provides.;
6. SMART goals are set to achieve the objectives through systematic and
well organized practices and processes.;
7. Teachers are held accountable for executing their respective roles and for
carrying out other assigned duties both inside and outside the classroom.;
8. Mentoring of all staff, at regular intervals, is evidenced.;
9. Teachers attend capacity building programmes as per mandate.;
10. School Leader work towards systems that incorporate effective
communication, cooperation and partnerships to achieve student learning
outcomes.;
11. School Leader ensures ongoing capacity building of self and staff to stay
updated in respective fields; improve productivity; and build leadership
through progressive distribution of responsibility with accountability.;
12. School Leader uses decentralization and performance-based metrics to
assess the school and staff and supports decision-making in terms of
workload, nature of responsibilities, and skills and knowledge required to
fulfil more complex roles.;
13. The school evaluates learning outcomes based on the results of
students.;
14. School Leader organizes Capacity Building Programs on equitable,
accessible and inclusive schools as well as on Systems Approach.;
15. The school leader ensures that each staff member knows and
understands her/his professional role and responsibility and is accountable
for achieving her/his defined outcomes.;
16. School Leader establishes a systems approach to all school practices.;
17. Standardized tests, transparent information and engagement by
communities and parents help school, teachers and systems track
progress of students over time.;

6.3.2 The School Leader 18. School Teams engage in regular checks of school practices to ensure
demonstrates responsibility and conformity to all regulatory and statutory norms and the findings are shared
Level II – with all stakeholders and become the basis for future planning.;
accountability in building a culture Transient
of equitability, inclusivity and
systems thinking in school. 19. The school system ensures effective checks and balances system/
internal/external audits by adopting prudent and transparent approaches to
track the progress of the school and students; determine efficiency of the
systems and ensures that the accountability system improves the overall
systems.;
20. The staff meets at regular intervals to review their practices on inclusivity,
equitability and accessibility .;
21. School Leader establishes a culture of self-reflection and self-
assessment of school practices which is a dynamic and inclusive process
involving staff, management, students, parents with defined roles and
responsibilities and uses the data to improve the systems to make them
accessible, equitable and inclusive.;
22. The school system ensures optimal and efficient usage of resources.;
23. Families, alumni and community collaborate with the school to design
programs that have an impact on student learning.;
24. Leaders at all levels design action plan[s] to improve, sustain and
innovate.;
25. The organizational structure is defined and roles and responsibilities
are known to all.;
26. The nature, scope and purpose of accountability is clearly defined.;
27. School Leader mobilises distributed leadership at all levels to ensure
collective responsibility and accountability of all stakeholders – teachers,
non-teaching staff, parents, alumni, community members, members of the
school management committee with sense of responsibility and
accountability for improving systems that are equitable, inclusive and
accessible for all students.;
 28. The school leader ensures that all the staff members work within the
defined norms and duties to achieve the desired outcomes and provides
support as and when required.;
29. Evaluation systems to monitor teacher efficacy, staff motivation practices
are evidenced.;
30. Transparent budgets are allocated to all concerned.;
31. The School Policy on Management and Governance inclusive of
Institutional Planning is in place.;
32. Policies are set in consultation with all the concerned stakeholders
using internal and external accountability approaches.;
33. The school engages in improving systems as and when required.;
34. Feedback is collected from the stakeholders to identify the strengths and
areas of improvement.;

1. School Leader has created a mechanism to measure and monitor the

school’s performance on creation of innovative projects that are aligned to
the Sustainable Development Goals.;
2. Teachers attend capacity building programmes as per mandate.;
3. Innovations are reflected in services provided, processes followed,
products, incremental changes, outcome driven tasks and breakthroughs
achieved.;
4. Gaps identified in the monitoring process are addressed by finding
creative solutions.;
5. Guidelines for preparing integrated lesson plans and varied teaching
learning approaches and tools are available.;
6. Different stakeholders have implemented innovative ideas in the school.;
7. Teachers are empowered to leverage diverse teaching styles and
strategies to address students’ multiple intelligences.;
8. School Leader provides opportunities to teachers to familiarize,
experiment and design age appropriate experiential pedagogical strategies
techniques aimed at nurturing creativity in students.;
9. Peer Learning is encouraged.;
10. School Leader provides infrastructural facilities like (innovation lab, 3D
printing labs, tinkering labs, digital libraries etc.) to nurture creative skills
among students.;
11. School time table reflects time for engaging students in DIY activities
focusing on creativity and innovation. •;
12. Teachers facilitate application of knowledge to real life situation and
develop critical and creative thinking skills in students.;
13. School Leader facilitates showcasing, promotion and felicitation of
pedagogical innovations by teachers.;
14. Students and teachers participate in State/District/National/International
levels to demonstrate their Innovations.;

6.3.3 The School Leader provides 15. The school engages the stakeholders in designing and executing the
opportunities to teachers and Innovation policy.;
students to be creative, divergent Level II –
thinkers, enhance entrepreneurial Transient 16. School Team uses divergent approaches to solving problems.;
attitude and thus become future-
ready. 17. School leaders and teachers collaborate to provide new ideas to
develop critical and creative thinking in students.;
18. School undertakes innovative and inquiry based projects.;
19. The School Innovation Policy is in place.;
20. School leader shares new ideas in meetings/ discussions.;
21. Collaborative/cooperative work is encouraged.;
22. The concepts of ideation, innovation and entrepreneurship have been
integrated in an age appropriate manner into the integrated Curriculum and
Pedagogical Plan for all stages.;
23. Exposure visits, capacity building sessions, etc. are provided to
stakeholders to facilitate their engagement in innovations and
 entrepreneurship projects.;
24. School plans and organizes its day-to-day activities through a staff that
has defined roles and responsibilities.;
25. Engagement of students in inquiry based projects is evidenced.;
26. Feedback/suggestions are sought on school processes.;
27. The use of digital technologies in pedagogy is evidenced.;
28. Innovative Teaching Learning material is developed by the teachers in
collaboration with students.;
29. The school has entered into collaborative agreement with the nearest
innovation labs/ science parks/ business incubators/ professional
bodies/firms, micro, small and medium-sized enterprises (MSMEs)/ social
enterprises/ Government-sponsored Incubators/ Scientific Labs (like ISRO,
CSIR, DRDO, DIO) etc. to provide diverse exposure to its students and
teachers.;
30. School Leader ensures sensitization of members of school
management, teachers, parents and students on the importance of systems
thinking, ideation, innovation and entrepreneurship.;
31. Experts from nearby schools, higher education institutes, corporates,
local entrepreneurs, student alumni are invited to share their experiences
with the students.;

Sub Domain - 6.1 Pedagogical Leadership

Standard Maturity Performance indicator ticked the school

Level

1. The school has an annual curriculum and pedagogical plan.;

2. The Pedagogical Leader support and nurture the knowledge, skills
and attitudes of teachers; build relationships; design learning
environments by playing the roles of a coach, mentor and facilitator as
per the purpose.;
3. School Leader engages in self-reflection and uses feedback and
feedforward to gain insights into their strengths, areas of improvement
and uniqueness.;
4. School Leader builds relationships with other pedagogical leaders
to benchmark best pedagogical practices.;
5. The school leader builds a shared vision in collaboration with the
key stakeholders to align the pedagogical and assessment practices
of the school with the national norms.;
6. The school leader invests in researching, testing, observing and
reviewing their pedagogical and assessment practices to improve
learning outcomes.;
7. The school leader creates opportunities for teachers and students
to participate in community initiatives.;
8. The school monitors completion of syllabi and school results;
identifies gaps and makes action plans accordingly.;
9. Systems are designed based on the values of inclusivity and equity,
compassion and caring, safety and security; freedom of expression;
learning experiences and accommodation of different perspectives.;
10. The school fosters family engagement, uses data to evaluate the
effectiveness of the school learning program, and meets the defined
standards to optimize learning environments for achieving student’s
learning outcomes.;
6.1.1 The school leader builds an
intellectual and professional capital for Level II – 11. School Leader examines the factors influencing the image of the
teachers to set the direction for school Transient educators and takes the responsibility of representing the education
improvement and student learning. sector and the teachers on public platforms with an attitude of
optimism and positivity.;
12. The student outcomes are shared with the parents during the
PTMs.;
13. School Leader ensures allocation of tasks to the staff members.;
14. The teachers participate in capacity building programmes both
 within and outside the school using different modes.;
15. The school develops SMART short term and long term goals to
achieve and enhance student learning outcomes.;
16. Pedagogical leader keep the collective focus of the teachers and
families of the children on the whole child development.;
17. The school organises capacity building programmes for teachers
as per norms.;
18. The pedagogical structure, built on developmental and sequential
milestones of children, involves co-construction of knowledge by the
leader and staff through exploration of research and collaborative
dialogue.;
19. Teachers implement the ACPP to achieve student outcomes.;
20. The school leader exchanges, shares, and learns with and from
the community members. The school engages in reflective practices
for improving pedagogical and assessment practices, developing and
achieving smart goals with timelines and regular reviews.;
21. The school leader engages in learning forums, research, or
similar practices to keep in touch with latest practices in teaching and
assessment.;
22. The School Leadership Policy inclusive of Pedagogical Leadership
is in place.;

DOMAIN 7 : BENEFICIARY SATISFACTION

Supporting Evidence(s) / Records

Sub Domain - 7.2 Satisfaction of Staff (Teaching and Non-Teaching)

Standard Maturity Performance indicator ticked the school

Level

1. Relevant Capacity Building Programmes are

organised for the staff.;
2. The School Beneficiary Satisfaction Policy
inclusive of Staff Satisfaction is in place.;
3. Individual Plans are made for each staff
member and professional development plans are
made in consultation.;
4. Satisfaction of the staff is assessed through
informal modes.;
5. Staff members are involved in Institutional
Planning and encouraged to give their
opinion/views/ suggestions on the
policies/activities/ programmes of the school.;
6. Self-developmental opportunities, short term
courses, seminars, workshops, appreciation and
rewards for commendable individual and team
work are evidenced.;
7. The staff is empowered to use technology and
digital facilities.;
8. There is a provision for the staff to meet formally
and informally for exchange of ideas and best
practices.;
9. Staff members are provided opportunities to
conduct relevant sessions and participate in
innovative projects inside and outside the school.;
7.2.1 The school tracks and assesses staff (teaching and 10. Staff is recruited through a recruitment policy.;
non-teaching) satisfaction on the working conditions, safety, Level I -
recognition, opportunities for creativity, growth and sense of Inceptive 11. The staff attends Capacity Building
belongingness at all stages of engagement. Programmes as per mandate.;
12. School provides adequate resources, feasible
workload, collegial cooperation, opportunities for
 professional development, leadership support and
decision-making opportunities to the staff
members.;
13. School has a mechanism to act upon
feedback/queries and address concerns of the
staff in a timely, transparent, objective and fair
manner while maintaining complete
confidentiality.;
14. The working conditions of staff members are
assessed at regular intervals and improvements
made as per gaps identified.;
15. Constructive and timely feedback is given to the
staff for the efforts put in by them.;
16. Review of the feedback received from staff
members, regarding their professional satisfaction
is taken on a regular basis, need analysis done
and appropriate action taken.;
17. The staff performs duties as per the duty list.;
18. Appreciation and recognition of individual
efforts of the staff is evidenced.;
19. School Leader tracks the latest trends and
advancements in the field of school education and
management and provides for training of staff in
these trends.;

Sub Domain - 7.4 Satisfaction of Parents and Alumni

Standard Maturity Performance indicator ticked the school

Level

1. Suggestions are invited from the parents and alumni for improving school
practices.;
2. The school leverages social media to establish relations with its parents and
alumni and to enable them to network with each other.;
3. The feedback received is analyzed and action is taken to improve the teaching
learning processes and experience of the stakeholders.;
4. School has a mechanism to act upon feedback/queries and address the
concerns of parents and alumni in a timely, transparent, objective and fair manner
while maintaining complete confidentiality.;
5. School has a Parent Teacher Association/Council and records of all its pass out
students.;
6. The meetings with the Parents and Alumni Association are recorded.;
7. Parents and alumni play a constructive role in the overall growth of the school.;
8. The school has a mechanism to assess the satisfaction of parents and alumni.;
9. The School Beneficiary Policy inclusive of Satisfaction of Parents and Alumni is in
place.;
10. School invites its alumni to share their ideas and experiences with the school
and the students.;
11. The school ensures the satisfaction of its parents by providing diverse fun and
friendly learning experiences to their wards.;

7.4.1 The school maintains 12. School keeps the parents updated about their ward's progress and activities
a healthy relationship with through different channels.;
Level IV-
parents and alumni and Dynamic
assesses their satisfaction 13. There is an active and structured Parents and Alumni Association that meets
Evolving with school management and Principal periodically to find ways and means to
through connection,
engagement and interaction. contribute to the school's growth.;
14. The school ensures that all policies and rules are clearly communicated to
parents to ensure that they remain informed.;
15. School has an effective system to communicate frequently with parents and
alumni and keep them updated with the school programmes and its progress.;
16. School adopts different methods to keep parents satisfied through a welcoming
 environment, orientations, providing learning diverse learning experiences and
safety and security for their wards and good faculty.;
17. The school ensures the satisfaction of its parents by providing safe learning
environment to their wards.;
18. The school invites its alumni consistently and engages them in the activities of
the alma mater.;
19. Parents express themselves during the PTM(s);

20. The existing school practices are reviewed in the light of the
feedback/suggestions received from the Parents and Alumni and further course of
action is determined accordingly.;
21. The school optimises the satisfaction of parents and alumni by: A being
responsive to their needs B keeping the lines of communication open for them C
being proactive D acknowledging their efforts E sharing timely information F
receiving feedback and acting upon it G customising their experiences H
establishing personal contacts with them I conducting frequent surveys to measure
their satisfaction J thanking and appreciating them early and often.;
22. School provides a digital space to parents and alumni to facilitate connection,
engagement, interaction and networking.;

Sub Domain - 7.5 Satisfaction of Community

Standard Maturity Performance indicator ticked the school

Level

1. The school involves community members in school functions by providing

opportunities like: A Volunteering in schools B Mentoring students C Organising
workshops involving community organizations;
2. School Leaders, teachers and students visit the community and participate in its
events to strengthen the school ties with the community.;
3. School collaborates with the community to provide real-world and workplace
experiences to its students.;
4. Students participate in age appropriate programmes and contribute to the welfare of
the community.;
5. School has a mechanism to act upon feedback/queries and address concerns of the
community in a timely, transparent, objective and fair manner while maintaining complete
confidentiality.;
6. School has a mechanism to assess the satisfaction of the community.;
7. Community members are invited to school events at regular intervals.;
8. Community outreach programmes are conducted on a regular basis to address
different social and environmental issues.;

7.5.1 The school 9. School shares its physical space and resources with the community.;
ensures the
satisfaction of the 10. The School Beneficiary Satisfaction Policy inclusive of Community Satisfaction is in
community by place.;
Level I -
establishing a culture Inceptive
of meaningful and 11. School provides educational opportunities to children belonging to the
sustainable community underprivileged or marginalized groups in the community.;
engagement in school
programmes. 12. The School optimises the satisfaction of the community by ​
A establishing a positive school culture to collaborate with the community to make
societal improvements B involving the community in decision-making process ​
C charting and conducting relevant contextualized community outreach programmes in
collaboration with community members that assist in enhancing life skills of students ​
D adopting sustainable projects E encouraging community members to get involved and
volunteer in student enrichment programmes throughout the year F building strong
school community networks for enhanced learner outcomes G entering into long-term
partnerships with local businesses and non-profit organisations H shaping learning
experiences around the challenges or projects as proposed/brought forward by the
community members to provide meaningful and engaging learning experiences to the
students I expanding the students’ classroom beyond the walls of the school to include
the community as a whole.;
13. School invites community representatives for different activities at special occasions.;
14. Teachers, students, parents and the community are constructively involved in
conducting community outreach programs.;
15. Age appropriate community outreach programs are integrated in the annual
 curriculum plan for all age groups.;
16. Community representatives are the members of the School Managing Committee
(SMC).;
17. School arranges visits and talks by local professionals.;

Sub Domain - 7.1 Satisfaction of Students

Standard Maturity Performance indicator ticked the school

Level

1. School has a mechanism to act upon

feedback/queries/suggestions of the students in a
timely, transparent, objective and fair manner while
maintaining complete confidentiality.;
2. The School Beneficiary Satisfaction Policy inclusive of
student satisfaction is in place.;
3. The students engage in the activities as per plan and
there is a mechanism to track the participation of each
student.;
4. Students participate in activities as per the plan.;
5. The teachers undergo Capacity Building Programmes
as per mandate.;
6. There are guidelines to plan engagement of all
students in cognitive, affective and psychomotor
domains throughout the year, inside and outside the
classroom/school.;
7. Satisfaction of the students is assessed through an
informal mode.;
8. Satisfaction of the students is assessed formally
through one or more modes of Feedback.;
9. Teachers undergo ongoing Capacity Building
Programmes to understand their students’
developmental and sequential milestones.;
7.1.1 The school tracks and assesses student 10. Students are involved in decision making process
satisfaction on the learning experiences provided to Level III and encouraged to give their opinion/ views/
them at all stages of engagement, inside and outside – Stable suggestions on the policies or the
the classroom. programmes/activities of the school.;
11. The school has an Annual Calendar and Annual
Curriculum and Pedagogical Plan that addresses
student engagement as per the school vision.;
12. The school provides exposure to all students
through intra and inter school events and competitions.;
13. There is a defined process through which the
satisfaction of students is assessed at regular intervals
with respect to the programmes and services offered to
them.;
14. The school provides a safe and secure environment
in which Feedback and Feedforward is taken from the
students.;
15. The school provides a platform for all students to
express their opinions, views and suggestions in and
outside the classroom.;
16. School provides career counselling services to the
students.;
17. School Leader establishes a culture of self-reflection
and self-assessment of school practices, and uses the
data to improve the systems to ensure satisfaction of
students.;
18. Strategic action planning and goal setting is
demonstrated in terms of improvement on the basis of
regular feedback received from students of all age
groups.;
Sub Domain - 7.6 Satisfaction of Management

Standard Maturity Performance indicator ticked the school

Level

1. The school teams translate the vision into the school’s organisational
climate.;
2. The School Beneficiary Satisfaction Policy inclusive of Satisfaction of
Management is in place.;
3. The Management in collaboration with the School Leader frames rules and
regulations for the smooth functioning of the institution;
4. The School Leader engages in practices that conserve resources.;
5. Feedback and Feedforward is taken on the satisfaction of the stakeholders
with respect to student centric practices; transparent systems; learning
quality; safe, secure, clean and hygienic environment; qualified and trained
faculty; and optimal usage of resources.;
6. The Feedback and Feedforward from the stakeholders is shared with the
Management along with the action plan for improvement.;
7. The School Leader has identified the criteria for Management Satisfaction
in collaboration with the members of the management.;
8. The Management supports the school leader and the teams in the
implementation of the school development plan for enhanced achievement of
learning outcomes.;
9. Management and School Leader hold regular dialogue to design strategies
for retention of staff and prevention of attrition.;
7.6.1 The Management Satisfaction 10. The School Leader aligns the expectations of the Management with the
is assessed through stakeholders’ Level III Vision and Mission of the school and NEP and NCF recommendations.;
attitude and behaviour towards the – Stable
institution. 11. The Management shares its expectations with the School Leader;
12. The Management convenes periodic meetings with various stakeholders
to understand their expectations;
13. The Management supports the School Leader in implementation of the
rules and regulations.;
14. The Management fulfils the expectations of stakeholders in collaboration
with the School Leader as per the Vision and Mission of the school;
15. The School Leader provides feedback to the Management on a regular
basis;
16. School registrations show an upward trend of 10% per year.;
17. Management and the school teams meet regularly to assess the growth
of the school.;
18. The School Leader monitors the efficacy of the school practices on an
ongoing basis.;
19. The Management is mindful of the standing of the school in the
community and keeps a track of the stakeholders’ attitude and behaviour
towards the institution.;
20. Regular Meetings with stakeholders and their suggestions and
recommendations provide a basis for the School Development Plan.;
21. Management provides support and resources to accomplish and achieve
the school’s Vision and Mission.;

Sub Domain - 7.3 Satisfaction of Principal

Standard Maturity Performance indicator ticked the school

Level

1. The Organisational Climate optimises the principal’s job satisfaction

by:​
A enhancing his/her desire to succeed and excel ​
B acknowledging and appreciating his/her actions through multiple
modes​
 C supporting and optimising the democratic leadership style ​
D facilitating interpersonal relationships of principal with staff, students,
parents, alumni, community and organisations that support learner
outcomes ​
E identifying his/her professional development needs and building
his/her capacity in the required domains ​
F making available all the required resources to achieve his/her goals ​
G providing opportunities for the overall wellbeing of the principal in a
safe environment.;
2. The Organisational Climate optimises the principal’s job satisfaction
by:​
A involving the principal in the decision making processes​
B providing opportunities to attend mandatory capacity building
programmes​
C making available basic resources for the running of the school.;
7.3.1 Intrinsic and extrinsic factors
influence the job satisfaction Level II – 3. The satisfaction of the principal is assessed through informal
experienced by the principal. Transient interactions with the management.;
4. The Organisational Climate optimises the principal’s job satisfaction
by:​
A acknowledging and appreciating his/her actions ​
B facilitating interpersonal relationships of principal with staff, students,
parents, alumni and community ​
C providing autonomy to the principal to address and be responsive to
the school’s unique needs.;
5. The School Beneficiary Satisfaction Policy inclusive of Satisfaction of
Principal is in place.;
6. The Organisational Climate optimises the principal’s job satisfaction
by:​
A acknowledging and appreciating his/her efforts for improving
academic results of students​
B making available all the required resources to achieve their goals​
C providing opportunities to participate in professional development
programmes.;
7. The School Management has a mechanism to assess the
satisfaction of the principal; to address his/her concerns in a timely,
transparent, objective and fair manner.;