At Wellsprings we believe a school could do more for a child than prepare them for an exam. That belief is still what guides us — in the teachers we bring in, the spaces we build, and the way a child is taught on any day.
What we are building here is meant to travel. In the years ahead we want this kind of schooling to be within reach of many more families, in many more places — carried forward with the same care it began with.
A child grows well when the mind is stretched, the hands are busy, and the heart has a place. That is the work we plan for — in classrooms, on the field, in the corridors and in everything we choose to do as a school.
Wellsprings Academy is affiliated to the Central Board of Secondary Education, affiliation number 831719.
Affiliation means the school is held to the Board's standards for curriculum, teaching, examinations and safety, and that your child's certification is recognised across India and abroad.
We teach the CBSE framework in full, from the early years to the board grades.
Wellsprings has been recognised by India’s Top Dynamic Schools and the Times Educational Excellence awards.
The Times Group
ENews Network
A school is only as good as the people who show up for it every morning. That is our teachers, our support staff, and the people who lead them.
We look for teachers who know their subject and are kind with it. A child who is corrected gently will try again.
Each person who makes up the Wellsprings family shares the same belief in the power of education — in its ability to change a life, and through it, the world for the better. Inspired by the children who breathe such life into our classrooms, this is what motivates us and spurs us on.
Wellsprings is led by people who care deeply about how children grow. That care shows in the decisions they make — the teachers they bring in, the spaces they build, and the pace at which the school is allowed to grow.
“Wellsprings began with one conviction: that a school should shape the whole child, and not only the report card. A child spends the best hours of their day with us. What they carry home from those hours — how they think, how they treat people, what they are willing to attempt — is the real measure of the work.
I set the long view for what we build: the campus, the people we hire, and the pace at which we grow. Each of those decisions is made slowly, because a school is one of the few things a family trusts with years of a life. We would rather add a grade a year later than add it before we are ready to teach it well.
A good education changes the course of a life. I have seen it do that — in a first graduate in a family, in a child who found one teacher who believed in them. That is not a sentiment for a brochure; it is the reason this school exists, and the reason we hold ourselves to standards no parent has to ask us for.
So we teach the syllabus with rigour, and we teach the things the syllabus cannot examine — honesty, patience, the willingness to begin again after a poor result. A child who leaves us should be able to earn a living and be worth knowing. Both, or we have only done half the job.
To every family who has chosen us: thank you for the trust. We intend to keep earning it, one ordinary school day at a time.”
“Lessons fade with time, but the feeling of being loved, safe, and happy at school stays with a child forever.”
A child is not a marble to be cut to shape. They arrive with their own grain, and the work of a school is to polish what is already there until it shows its colour. That belief decides most of what we do here — how a class is planned, how a mistake is answered, how long we are willing to wait for a child to find their footing.
So we look at a child over years, not over a term. A student who tries again after failing, who speaks up in a room where they used to stay quiet, who helps without being asked — those are the results that tell us the school is working. Marks matter, and we take them seriously, but they are the record of the growth, not the growth itself.
Children learn best in a place that feels steady and kind. Before a lesson can land, a child has to feel safe enough to be wrong in front of others. Much of my work is about protecting that feeling — the tone in the corridors, the people we hire, the small daily habits that decide whether a school feels warm or merely efficient.
The other half is honesty with parents. We would rather tell you plainly where your child stands and what we are doing about it than send home a comfortable report. A school and a home working from the same set of facts is, in our experience, the surest thing a child can have behind them.
A school is held together by a leader who can set the tone of a corridor as surely as the standard of a classroom.
Dear Parents,
Welcome to Wellsprings Academy — a place we like to think of not just as a school, but as a second home for every child who walks through our doors.
If you ask me what matters most to me as an educator, my answer will always be the same: I want our children to be happy. Not happy in spite of school, but happy because of it. A child who feels safe, valued, and excited to walk into their classroom each morning is a child who is truly ready to learn. That belief is the foundation on which everything else at Wellsprings is built.
So, what does that look like in practice?
It means we have moved away from learning that is only about marks, memorisation, and matching a textbook. Instead, we follow a competency-based approach — one where we ask not “did the child memorise this?” but “can the child understand it, use it, and build on it?” Our children learn concepts by doing them: through activity-based learning that turns classrooms into spaces of exploration — building models, running experiments, working in teams, asking questions, and sometimes even getting things wonderfully wrong before getting them right. We believe that is how real understanding — and real confidence — is built.
It also means we care just as much about how our children feel as we do about how much they know. At Wellsprings, a child’s heart is nurtured with the same care as their mind. We actively nurture empathy, self-awareness, patience, and kindness alongside academic skills, because we know that the world does not just need bright minds — it needs good, grounded human beings. A child who understands their own emotions and respects those of others carries that gift for life, well beyond any exam.
As Principal, it is one of the greatest joys of my life to walk through our corridors and see children laughing, curious, and unafraid to be themselves. That, to me, is what a school should feel like.
I invite you to visit us, meet our teachers, and see this philosophy come alive in our classrooms. Whether you are a parent considering Wellsprings for your child, or simply someone curious about what we stand for — I hope you will feel, even from these words, the warmth that our school is built on.
With warm regards · Sree Vidya · Principal, Wellsprings Academy
“Sometimes even getting things wonderfully wrong before getting them right.”
The seven things we work on through the year, and what you can look for when you visit.
What we focus on
From pre-primary to secondary, how the CBSE curriculum is taught here, year by year.
See the curriculum
Clubs, sport, music, houses and the ordinary rhythm of a school day at Wellsprings.
Life at Wellsprings
How admissions work, what we need from you, and how to book a visit to the campus.
Admissions