principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

Grassroots aimed at being only a pre-primary school, but due to the requests made, and support offered by existing parents it started its search for a complimentary primary year’s curriculum. Almost all research pointed towards the IB-PYP being complimentary to the Reggio Emilia approach. In 2015 the school management made the decision to pursue getting the necessary accreditation from International Baccalaureate (IB). On deciding to adopt the IB-PYP, the governing body revisited its vision and mission to see what changes needed to be made to align the two.

The school maintains a ratio for admitting special, gifted and typically developing children into a classroom. Any given class will have 24 as the maximum number of children. The teacher: student ratio maintained at Grassroots is 1:6 at the preschool level, 1:8 at the kindergarten level and 1:12 at the primary grade levels. In a similar way, for every 6 children in a class one child is accepted requiring moderate-significant support and one child requiring mild support. This ratio includes children identified with special needs and/or gifted. Given this criterion, typically any given class will have no more than 6 children with a diagnosed disability and will have a 18 typically developing children.

Grassroots Global School is governed by Chennai Grassroots Educational Trust

Our Vision

"Everyone can learn - just not in the same day or same way".

Our Mission

Grassroots believes education is a lifelong journey. The organisation aims to spark curiosity, imagination and love for lifelong learning whilst nurturing young minds to be caring, empathetic and responsible citizens of the global world.

To this end we prepare our children to meet 21st century challenges with creativity and confidence thereby building a peaceful and sustainable community through international mindedness.

In India, myths, fear and ignorance are in abundance. We aim to provide safe learning spaces where children have freedom to make mistakes, become knowledgeable and help each other, while championing the human race forward in areas of equality, equity and harmony.

There are 5 primary objectives for the school:

  • To focus on quality education, through best-evidence practices, and to provide an environment that is full of opportunities for every child to explore thereby bringing out their individual potential.
  • The formative years (15 months – 6 years) are most critical for life long development especially when complemented by quality primary education which forms the first recognized and most vital stage for formal education.
  • Education provided during these years should be with a focus on holistic development rather than on educational achievements.
  • The quality of education provided should be well designed to meet individual needs while simultaneously equipping them for the global demands of the 21st Century.
  • No child should be denied their right to education based on their abilities and the school should be an institute that promotes acceptance and tolerance to all.

Grassroots aims to be a warm, welcoming and encouraging environment, in which all concerned share solicitude for the needs of the child. This in turn is the best motivation for any child to attend school and learn. A child-centered and activity- based process of learning should be adopted at the primary stage. First generation learners should be allowed to set their own pace and be given supplementary remedial instruction.

In establishing an elementary/primary school, the founders would like to not only provide quality education but also meet the basic legal and cultural premises of India. Education from India’s legal purview stands on 3 main proponents – a) SarvaSikshaAbhiyan (SSA, 2001); b) Action Plan for Inclusive Education Of Children and Youth with Disabilities(IECYD, 2005); and c) The Right to Education Act (2009). In a land that has for decades ostracized people based on their inabilities – there is a need for drastic change where everyone should be given the same opportunity to succeed. This breakdown in barriers should go beyond class and should take into consideration the abilities of an individual. Education is key to building a society that can fight bias and discrimination in a sustainable manner.

The progress of our nation as a global entity is more than ever dependent upon the quantity and quality of education received by its people. Investing in human capital brings about influential social change and generates opportunities. In developing countries such as India, quality education helps students realize their full potential and to become leaders for generations to come.