Fountainhead School


Nurturing Leaders

“To nurture leaders with Character and Competence”

Primary greatness is the greatness that each individual can attain by achieving both competence and character. Greatness as defined normally is based on name, fame, money, acts etc. This greatness is secondary greatness and not everyone may achieve it, and primary greatness may not be necessary to achieve this. Primary greatness, on the other hand, is something that each child and adult can achieve through their actions.

To become leaders, students are expected to take responsibility of their own lives, learn to work more effectively with others and to do the right thing even when no one’s watching. This is how we define leaders. Not everyone may want to or can become business or political leaders or leaders in sports or arts, but becoming a leader as defined above is the kind of leader that everyone can become. The school’s mission is, therefore “To nurture leaders with Character and Competence” or in other words, to nurture leaders who have both character and competence. फाउंटेनहेड स्कूल मिशन (छात्रों के लिये हमारा लक्ष्य) आधारभूत सिद्धांन्तो द्वारा भावी नेताओं में उत्तम चरित्र का निर्माण करना |
ફાઉન્ટેનહેડ સ્કૂલ મિશન ( વિદ્યાર્થીઓ માટેનો અમારો ધ્યેય) પ્રારંભિક નિતીમૂલ્યો દ્વારા માવજત કરી શ્રેષ્ઠ આગેવાનોનું ઘડતર કરવું.

Fountainhead School Leadership Programme

The Student Support Services (SSS) at Fountainhead are based on the belief that every child is unique in his/her learning styles and needs and some children need special attention to help them learn to their optimal levels.Fountainhead currently provides the following services:

  1. Psychological and Behaviour Counseling: We have a full time in house counselor who helps children and parents with emotional or behavior issues, which may or may not be related to their academic performance. The counselor works with the students and when needed with parents on a one on one basis and sometimes also in groups to help them with their concerns and problems. Students are either referred to by teachers, parents and are sometime even self-referred, which reflects the genuine need felt by students for such a service.Through the counseling department’s services, students receive support and learn important life skills needed to resolve their unique problems. In order to appropriately address students’ specific needs, psycho-educational / psychological assessments may also be administered. The school counselor regularly work with parents, teachers, school administrators, and outside professionals to optimally address the educational, emotional, and social needs of Fountainhead students.
  2. Special Needs Support: We provide support to students with a continuum of services for mild learning differences, mild language difficulties, and students needing extra assistance in specific academic areas. Our special needs departments currently consists of 5 specialists who work primarily on a one to one level with students required special attention. Our models of service include a mixture of push-in and pull-out support for eligible students based on their specific needs.
  3. Additional English Language Support (AELS):Almost all students at Fountainhead are second language learners of the English language, but there are also a significant number of students who require further English language support as they don’t even have basic support at home. At Fountainhead,we believe that students learn language best in an authentic setting. The program is, therefore, based on the concept of the least restrictive environment which encourages these students to remain in mainstream classes with their peers to the maximum degree possible. To ensure that AELS students can satisfy the academic requirements and participate to the fullest in school life, Fountainhead has established minimum levels of English proficiency for students entering grades 9 and above.

All new learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly. Generally, it is expected that students initially placed in Beginner Level AELS classes move on to the Intermediate/Advanced Level the following year and exit AELS after two years in the program. However, it usually takes five to seven years for English language learners to become fully proficient in Cognitive Academic Language Proficiency and it is expected that students will continue to refine their English language skills with support from their mainstream teachers after exiting the AELS program.