About Us

School of Achiever started in June, 2010. It is a Kinder Garten to Class 12, co-educational, English & Gujarati medium school affiliated to the Gujarat Board.The school is focused on building rich, meaningful, appropriate and holistic learning experience for the students.


  • 10th Annual Function Celebration Glimpses
    March 15, 2020
  • Home Away From Home | 2019-20
    January 01, 2020
Get in Touch
  •    Gandhinagar - Koba Highway,
         Kudasan, Gandhinagar - 382421
  •    (+91) 9228008865
  •    (+91) 9228008870
  •    (+91) 7046099751
  •    (+91) 7046099755
  •    info@schoolofachiever.org

Core Beliefs

At Achiever, the students are positioned above all the priorities of the organization. All the children are treated equally irrespective of their background. In any circumstances, the school doesn’t compromise a bit to cater to the needs of the students. It takes all the measures considering students at the center. At the core of every effort lies the aim for students’ well being. Every move gets analyzed in context to its contribution towards students’ development. The School undergoes all practices to make sure that all the ends meet to prioritize students.

A holistic development of a child refers to simultaneously addressing the physical, emotional, relational, intellectual, and spiritual aspects of a child’s life. Holistic development is the overall development of all areas of development in children. Holistic approaches recognize the connectedness of mind, body and spirit.
Holistic development of every child is the ultimate goal for which School of Achiever strives. The measures for child development go beyond the confines of the classroom and move the concept to a much more radical programme.
School of Achiever focuses on the fullest possible development of the aspirants by encouraging individuals to become their very best so that they can be able to experience all they want from their life and reach their goals. This ordeal initiates with the journey of personal discovery starting with the formal education and then continuing learning throughout their life.

Multiple Intelligence




“Life skills are the abilities for adoptive & positive behaviour that enables individual to deal effectively with the demands and challenges of everyday life.”- W.H.O.
We believe in inculcation of this skill to bridge the gap between the concepts learnt at the School and the needs of real life. The School endeavours to imbibe life skills in students through incorporation of various exposures and activities besides routine.

The environment around us has a very profound effect over our growth, development, intelligence, thoughts, beliefs, behaviour and character of a person. Also, the environment which we are in affects our mood, health, relationships, work and performance.
It is very important to understand environment and its vital role in moulding a being. The influences of environment are so nicely engrossed on us that it often becomes difficult to draw a line of separation. To understand environment, we need to know what it comprises of. The mix can be different for different people. The mix can be the social factors like people around, culture, civilization, trends etc, the physical factors, the geographical factors, the economical factors, the government, the ruling policies and rules etc which compose one’s environment.
Consciously or unconsciously, people have a constant interaction with environment and this interaction results in building of their beliefs, behaviour, character and the human what they are.

Spiritual and Cultural Environment
We have a key role to provide our students the platform where they can have a balanced interaction with the environment so that they have an exposure to build their own understanding, have rich experiences, filtered behaviour & strong beliefs.

The Theory of Multiple Intelligences is developed by Howard Gardner, Ph.D., Professor of Education at Harvard University. This model was proposed in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. The theory advocates that each individual possesses a unique blend of all the intelligences. He articulated nine distinct intelligences.

  • musical–rhythmic
  • visual–spatial
  • verbal–linguistic
  • logical–mathematical
  • bodily–kinesthetic
  • interpersonal
  • intrapersonal
  • naturalistic
  • existential and moral intelligence [ He later proposed that existential and moral intelligence may also be appropriate for inclusion ]

School of Achiever strongly believes that every child is gifted with unique blend of various intelligences. The exposures which are given at the home, the School and the environment reinforce the development of the potentials to their fullest.


As the domains for holistic development are manifold, to design a balanced curriculum, there emerges a need for deriving a proper blend of all approaches, programmes and activities.
Certainly, all the types of activities, the ways of working together and the content are fundamental and interrelated for designing well rounded learning programmes but a proper balance amongst these aspects must always be considered to obtain fruitful results.
School of Achiever endeavours to maintain a balance so that no domain remains over or under emphasized. All the programmes get designed keeping in mind all concerns for students’ development.


Balanced Programme and Curriculum = Academics + Sports + Activities

The Partnership with Parents is fundamental requirement for enhancing students’ development and learning whilst at school and at home. The parents are the students’ first educator and have a lifelong relationship with them. Their involvement enriches student’s experience. This involvement is not only beneficial to parents but also it builds on their knowledge of child development and improves their parental skills.

We encourage all feedback and promote openness for having a two way communication with them. This collaborative approach ensures progression within and across different levels & improves outcomes for all children and also helps parents to understand the school better.

The teachers are the practitioners who work collaboratively towards improving the quality of education. They are the keys to unlock children’s latent talent.

At School of Achiever, the parents and students can easily approach teacher for one to one discussion. All the teachers are very helpful. They cater to all sorts of needs for students’ growth and development. To promote learning in a very proactive manner the teachers create a better environment for student to learn. They incorporate in their methodology blended learning approaches; combination of cognitive science, technological advancements that ensures that learning is accessible to students of all abilities. The teachers steer lessons according to the students and create instructional strategies alternatively.

We endeavour to provide highest possible quality staff for imparting education. Only those candidates get recruited who clear brilliantly all rounds of filtration and fit well for the vision of the organization.

School of Achiever ingrains a sustainable Kaizen culture for its working to set higher standards consistently. For continuous improvement, the School fosters its team to take the charge for improvement of their own areas. Seminars, workshops, trainings, meetings and various sessions get duly conducted to support the team for achieving its higher standards and also for maintaining their ability to meet the same.


Every major move of the School undergoes a round of 360o assessment, so as to bring in it a point of saturation. Everyone in the School is encouraged to come up with suggestions for improvement. These suggestions are then penned down, shared, tailored, evaluated and implemented.


The concept of Kaizen is so deeply engraved in the minds of both the team and students that they don’t even realize that they are thinking about it. The School considers this as a systematic approach in search for excellence. Excellence can never be an accident. It is always the result of high intentions, sincere efforts, proper directions and skilful execution by the team. For developing a habit for such excellence, the School strives to imbibe Kaizen in its culture.

Be it an organization or an individual, every entity has an obligation to revert back to the benefits derived from the society. Although this responsibility is passive, School of Achiever considers it as a moral duty to maintain a balance and contribute to the society and environment at large. It is a commitment towards the society to contribute towards its social, cultural and environmental causes, while improving the quality of aspirants’ life and their families, society and Nation.
We strive to imbibe the social responsibility in aspirants’ personal values and belief system to make them a truly responsible citizen. Being truly responsible emphasizes on the idea that it is better to be proactive towards the problem rather than simply being reactive to it. Thus, by embedding responsible values in the learning course of action, a key to eliminate all social evils can possibly be obtained.

“The most important environmental issue is one that is rarely mentioned, and that is the lack of conservation ethic in our culture.” – Gaylord Nelson
There’s an emergent need to bring in children the awareness about the current pressing environmental problems. If actions are not taken to protect our environment, we could be threatened with worse consequences in the future. That is why we believe to take responsibility of our present action.

 Every year around 14 million trees are cut down to make just 10 million paper bags. This is enough to create environmental imbalance. To optimize paper usage, the School focuses more on technological usage for its working & correspondence; computers are installed in staffroom so that teachers’ record keeping can be done electronically using less paper. The School uses ERP solutions to maintain record. 

Today, when the world has become a global village, there emerges a need to promote awareness about the various issues and challenges prevailing in our dynamic interdependent world. This awareness ultimately moulds the students to be more prominent individuals. It encourages pupils to see things from various perspectives, acquire skills that will be useful to them and last forever.
The School encourages the students for appreciating the diversity in the cultures, traditions and religions beyond the school, the nation and in the world at large. It also fosters awareness of and a profound sense of responsibility for the fate of the planet and for the well being of humanity.

Making it a norm to be followed by the whole group, the School is very conscious to create and sustain its positive culture and environment.