Core Areas

Children’s University Accreditation & Standards for Quality

We believe that dedication to continuous enhancement is a self-motivated effort, consistently requiring thought and modification. We expect this keenness from the educational institutions we bring under our idea and process of accreditation, and we expect it from ourselves too.

(1) Mission and Vision

The school maintains and communicates the vision and mission that commit to a sense of holistic child development as per the philosophy of Children's University To extend relationships among young children and adults; developmentally appropriate cognitive, emotional, social, spiritual, creative, and physical growth and development; as well as shared values and beliefs about teaching, learning, development, and care for young children. Some considerations :

  • The school engages in a methodical, all-encompassing, and wide-ranging process to review and communicate school’s vision and mission in accordance with appropriate learning, growth, and development of children.
  • The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching, learning, and care for children and that also supports a sense of spiritual and social development and relationships among children and adults to foster the growth within. Each child must inculcate positive sense of self and a capacity to respect and cooperate with others.
  • The school’s leadership employs a regular upgrading process that provides apparent assistance for improving conditions that support the care for children and teaching and learning programs that are developmentally appropriate for social and spiritual growth and holistic development of children.

In fulfillment of these decisive factors, the school :

  • Establishes a mission and vision for the school in collaboration with its stakeholders.
  • Communicates the vision and purpose to build stakeholder understanding and support.
  • Identifies goals to advance further and build a better tomorrow for holistic child development.
  • Develops and continuously maintains a profile of the school, its students, and of other required
  • aspects.
  • Ensures that the school’s vision guide the teaching and learning process as well as social and spiritual
  • growth and holistic development of children.
  • Reviews its vision and purpose systematically and revises them when required.

Impact Statement

A school is successful in meeting this standard when it commits to a shared mission and vision. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and financial resources.

(2) Governance and Leadership

The school functions under governance and leadership that support and encourage learning, growth, social, spiritual holistic development in children, family participation, and school helpfulness. Some considerations :

  • The school’s policies, practices, and agreements ensure effective administration of the school.
  • The governing authority member(s) operates responsibly and functions effectively.
  • The governing authority ensures that the school leadership has the autonomy to meet its goals for children and developmentally appropriate instructional practices and to manage day-to-day operations effectively.
  • Leadership and staff foster a culture consistent with the school’s purpose and direction.
  • Leadership engages defined stakeholder groups effectively in support of the school’s vision and mission.
  • Leadership and staff supervision and evaluation processes result in improved practices and developmentally appropriate learning, growth, spiritual, social-holistic development for children.

In fulfillment of these decisive factors, the school :

  • Establishes policies and procedures that provide for the effective operation of the school.
  • Recognizes and preserves the executive, administrative, and leadership privilege of the administrative head of the school.
  • Ensures compliance with applicable local, state, and central laws, standards, and regulations.
  • Provides teachers and students opportunities to lead.
  • Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership.

Impact Statement

School is successful in meeting this standard when it implements polices, practices and agreements for effective administration. When leadership and staff promote culture fostering school's purpose and direction.

(3) Teaching and Learning Process

The school’s implementation of curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness, and the developmentally proper spiritual, cognitive, emotional, social, creative, and physical growth and holistic development of children. Some considerations are:

  • The school’s environment provides challenging learning experiences that ensure the spiritual, cognitive, emotional, social, creative, and physical growth and development of children that lead towards building a better tomorrows.
  • School schedule monitored and adjusted systematically in response to data about children’s readiness for learning, and holistic development.
  • Teachers engage children in their learning through developmentally appropriate and effective instructional strategies.
  • School leaders monitor and support the improvement of instructional practices of teachers to ensure children’s success.
  • Teachers implement the program’s instructional process in support of children’s learning. Mentoring, coaching, and induction programs model best practices and support instructional improvement consistent with the program’s values and beliefs about teaching and learning.
  • The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. The school has a formal structure whereby each child is well known by each adult in the school, who supports the child’s educational experience. Thereby implementing the idea of EVERY CHILD MATTERS.
  • Documenting, measuring and reporting children’s learning, growth, and holistic development that represent the attainment of learning goals and content are consistent across the school’s developmental programs.
  • All staff members participate in a continuous program of learning. The school provides and coordinates instruction to address the unique learning, growth, and holistic development and needs of children.

In fulfillment of these decisive factors, the school :

  • Implements curriculum based on clearly-defined expectations for student learning and their holistic development.
  • Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning.
  • Gathers, analyzes, and uses data in making curricular and instructional choices.
  • Designs and uses instructional strategies, innovations, and activities that are reflective of best practice.
  • Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity.
  • Allocates and protects instructional time to support student learning
  • Implements interventions to help students meet expectations for student learning.
  • Monitors school climate and takes appropriate steps to ensure that it is conducive to child’s holistic development.

Impact Statement

A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for holistic development of all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.

(4) Resources and Support Systems

There can be program with resources that provides services and support its mission and vision to ensure holistic development of all children. Some considerations are:

  • The school employs qualified person for each administrative position to support the school’s mission and vision.
  • The school employs qualified teachers for each professional teaching position to support the school’s purpose and the educational program.
  • The school maintains a class-size and ratio of children to teachers that support the care and developmentally appropriate learning, growth, and development of children.
  • Instructional time, material resources, and fiscal resources are sufficient to support the school.
  • The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all children and staff.
  • The school regularly assesses and maintains all indoor spaces to be accessible to all children and adults; ventilated, lighted, and temperature-controlled; and the spaces that primarily serve each age group of children have direct access to bathroom/washing facilities, sinks, and drinking water.
  • Each classroom/learning space has sufficient usable floor space and size to support the creativity and developmentally appropriate learning, growth, and development of children; is highly functional for program delivery; and encourages positive staff-to-child relationships.
  • Each classroom/learning space has furniture, equipment, and resources that are safe, clean, well maintained, adaptive, accessible, and developmentally appropriate for the age-group of children they directly serve; are sufficient in number; and are organized in ways to support appropriate and effective implementation of the program.
  • Indoor and outdoor equipment are safe, available to all children, are developmentally appropriate for the age-group, have appropriate surfaces to support a variety of types of learning and play, and have impact material under all climbing equipment, swings, sand-pit etc.
  • Each classroom/learning space has multiple learning/interest that are organized for independent use by children, that support the learning activities and the creativity of children.
  • Each classroom/learning space provides all children with safe and comfortable/cozy areas to relax, rest, that is continuously supervised by adults at all times.
  • Children and school personnel use a range of interactive media and information resources that support the educational programs.
  • The technology infrastructure supports the school’s teaching, learning, and operational needs.
  • Each classroom/learning space has displays that are used effectively as a learning tool, are developmentally appropriate for the age-group, attractively presented, appropriate in content, portray the current learning activities, and showcase children’s work and creativity.
  • The school provides support services to meet the physical, social, and emotional needs of children that are integral to the educational program.
  • Each child receives individual personal care by staff members who consistently promote the child’s general well-being, nutrition, health, and safety, spiritual and social growth.
  • Arrival and departure routines focus on the care and well-being of each child and encourage timely exchange of family and school communications regarding the care, well-being, spiritual and social growth and educational progress of the child.
  • The school provides services that support the counseling, assessment, and educational referral needs of all students.
  • All children, parents, and staff experience an environment of reciprocal respect, trust, and open communication in a fair and just way, respecting the needs and characteristics of each individual, and promoting a social and spiritual development, belonging, ownership, and pride.
  • All indoor and outdoor spaces are free from hazards and dangerous circumstances for children and adults, and adults actively remove and resolve hazardous conditions as they may occur.

In fulfillment of this standard, the school:

  • Establishes performance measures for student learning that yield information that is reliable, valid, and bias free.
  • Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning and holistic development.
  • Uses student assessment data for making decisions for continuous improvement of teaching and learning processes.
  • Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance.
  • Communicates the results of student performance and school effectiveness to all stakeholders.
  • Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness.
  • Maintains a secure, accurate, and complete student record system in accordance with state and other regulations.

Impact Statement

A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance and their holistic development. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness and improvement efforts.

(5) Implementing Suggestions for Continuous Improvement and holistic development

The school uses data about the developmentally appropriate learning, growth, and holistic development of children and overall school effectiveness and uses the data to guide continuous improvement in accordance with Holistic Child Development philosophy.

  • Staff continuously collects, analyze, and apply learning from multiple data sources, including comparison and trend data about the readiness, growth, development, and learning of children; instruction; program evaluation; and organizational conditions.
  • Professional and support staff is trained in the evaluation, interpretation, and use of data.
  • The school uses data to design, implement, and evaluate the results of continuous improvement action plans related to the learning, growth, and holistic development of children including readiness and success for better tomorrows and constructive future.
  • Leadership monitors and communicates comprehensive information about the growth, development, and learning of children, conditions that support learning, and the achievement of school improvement goals to stakeholders.

In fulfillment of this standard, the school:

  • Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities.
  • Assigns staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience).
  • Ensures that all staff participates in a continuous program of educational, social and holistic development.
  • Provides and assigns staff that are sufficient in number to meet the vision and mission of the school.
  • Budgets sufficient resources to support its educational programs and to implement its plans for improvement.
  • Monitors all financial transactions through a recognized, regularly audited accounting system.
  • Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all.
  • Possesses a written security and crisis management plan with appropriate training for stakeholders.
  • Ensures that each student has access to value education and guidance services like counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning, Th school should provide appropriate support for students with special needs.
  • Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing. The school maintains a rich and current description of students, their performance, school effectiveness. The school employs goals and interventions to improve student performance. The school maintains documents and uses the results to plan what happens next.
  • Engages stakeholders in the processes of continuous improvement.
  • Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals.
  • Monitors and communicates the results of improvement efforts to stakeholders.
  • Evaluates and documents the effectiveness and impact of its continuous process of improvement.

Impact Statement

A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning and holistic development. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process. A school is successful in meeting this standard when it has sufficient human resources, and financial resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff that is well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and centre regulations.