About Us

About Cambridge

The Cambridge School in Delhi was founded by Shri Alok Chandra Deb on April 7, 1931. This was the first institution in Delhi to prepare students for the Senior Cambridge Examination. Shri Deb was a believer in open-air activities for children of all ages and was one of the pioneers of the integrated curriculum in India.

About Cambridge

The Cambridge School in Delhi was founded by Shri Alok Chandra Deb on April 7, 1931. This was the first institution in Delhi to prepare students for the Senior Cambridge Examination. Shri Deb was a believer in open-air activities for children of all ages and was one of the pioneers of the integrated curriculum in India.

Our School

Dr. Kalyani Roy was the Secretary, Society for the Advancement of Education. She was an educationist and a visionary like her father, the late Shri A.C. Deb. She had been Reader of English Literature at Delhi University. Dr. Kalyani Roy was the guiding force behind the chain of Cambridge Schools.

Today, there are six Cambridge schools, as given below:

  • Cambridge School, Srinivaspuri, New Delhi
  • Cambridge School, Noida
  • Cambridge School, Indirapuram, Ghaziabad
  • Cambridge School, Greater Noida
  • Cambridge Primary School, New Friends Colony, New Delhi
  • Raja Ram Mohan Roy Academy, Dehradun

All the schools are administered by the “Society for the Advancement of Education.”

Cambridge School, among the top 10 schools in Indirapuram, Ghaziabad, was established on April 15, 1999, and has been growing steadily since then. It now has more than 2,000 students. The school is affiliated with the Central Board for Secondary Education up to the twelfth standard.

Mission

To nurture in children a strong sense of community, justice, and fair play and allow them the opportunity to learn and express themselves in the ways they enjoy best, applying their learning to diverse and challenging situations to reach their optimum potential.

Vision

Children come to us as toddlers. They will leave school as young adults; their personalities and potential are largely determined by their experiences in school. The primary school years are perhaps the most significant. By the age of eleven, the child has learned how to read and has grasped the rudiments of number and quantity. But more than that, they should have learned to love reading, to be fascinated by numbers, and to enjoy finding out things in answer to their questions.

At Cambridge School, one of the top 5 schools in Indirapuram, we believe that a successful child wants to learn and that exploration is easily the best way to learn. Nature study is quite literally the study of nature by growing flowers and vegetables or bird-watching by the Yamuna; mathematics is understood by actual measurement and estimation as much as by solving sums on paper; communication or language skills are developed through storytelling, story reading, and eventually the writing of original stories and poems; drama becomes a way of exploring relationships and even resolving problems; the joy of music is discovered in full-throated songs as well as by listening to tapes, videos, and live concerts; and other regions and cultures are discovered as much through stories as by project activities.

As children grow older, the world begins to open up. With all its amazing achievements, science becomes a force for good and evil; social institutions are studied for their successes as well as their failures; and literature becomes more than just a good story. There are convictions to be debated, techniques of mathematics to be acquired, and characters whose struggles and triumphs become imprinted in the memory.

Underlying the school curriculum is the objective of developing character. By making friends or playing as a team, our children learn to love and trust. With an appreciation of cultural diversity, they learn to accept other points of view. Through mathematics and science, they learn the rigour of logic. By setting deadlines or goals for themselves, they learn responsibility. In success, they learn that hard work is as important as talent and skill, and from setbacks, they learn that success is never easy.

We attempt to provide an environment where learning happens in response to an awakened interest and curiosity. We try to spark the child’s imagination with the best in art and nature, allowing them to express their own thoughts and feelings as well. This dissipates frustration and anger. Last but not least, we keep our testing to a minimum. Exams are meant to find out how much children know and not to scare them into doing what they otherwise dislike!

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