Bajaj Public School at Maqsoodapur

Bajaj Hindusthan Sugar Limited; Committed to Corporate Social Responsibility (CSR)

The CSR philosophy of Bajaj Hindusthan Sugar Limited is driven by the consistent and unflinching commitment of the Company’s businesses to function ethically and to contribute to the economic and social development of the community it operates in. This improves the quality of life of the workforce and employees’ families as well as that of the local population, including sugarcane growers, and the society in general. It also contributes to enhance the qualify of the physical environment.

BHSL’s establishment of the “Bajaj Public school” at its Maqsoodapur (district Shahjahanpur) manufacturing Unit in UP is in pursuit of this philosophy, Bajaj Hindusthan Sugar Limited has plans to impart high quality education at an affordable cost to the children of its employees and its cane growers, members of the local community and society at large through this School.

Bajaj Public school

The Bajaj Public school, Maqsoodapur, has been set up under the Societies Registration Act 1860. Its campus is spread across a lush green environment, adjacent to the residential complex of the sugar unit.

Initially, the school will conduct classes from Play School to Class V on the CBSE pattern. The School aims to expand to higher classes in subsequent years.

Integrating its educational and social objectives with business purpose, the school aims to

  • Provide a safe and happy environment for all children to enjoy
  • Align the values propagated at home with those in school
  • Aoster a civic sense among children
  • Help children evolve as good students and mature into responsible citizens
  • Educate children to develop a healthy and disciplined lifestyle
  • Inspire all children to be creative learners
  • Promote India’s rich culture and values

The Vision of the Bajaj Public School

  • The school will create a happy and secure environment, nurturing a lifelong enthusiasm for learning
  • The school will sustain excellence through the ongoing personal development of teachers
  • The school will provide a broad and balanced curriculum responding appropriately to diverse emotional, cultural and learning needs
  • The school will increase its role within the community to support children in their evolution as responsible citizens
  • Standards in English, Mathematics and Science will be in line with benchmarked schools
  • All stakeholders will empathise with the School’s vision and know how best to realise it

The School will have a small library stocking fiction and non-fiction books. It will have well appointed classrooms with interactive whiteboards. Also on campus is a large hall with the requisite equipment and infrastructure to impart physical education, provide training in music and dance, and hold assemblies and other events

Pastoral Care and Home/School Links

At the Bajaj Public school, we strive to create an environment in which everyone feels happy, safe, secure and valued. An environment where committing mistakes is a part of the learning process. A milieu in which new thoughts and ideas are welcome. An ambience in which children become independent with a continuous and healthy appetite for learning.

The School recruits every staff member through meticulous screening. The School monitors all visitors and strives to ensure that children are happy at all times. The responsibility for pastoral care is shared between all staff members. These staff members meet regularly to ensure consistency in approach. The School encourages children to be independent and to take decisions for themselves. Each child is an individual and is respected as such. The activities that students engage in the School and the experiences they undergo in the process are customized to cater to the needs of each individual child. The School encourages every individual child to achieve his/her potential. The School likes to work closely with parents and is always open and transparent. If problems occur, the School takes parents into confidence at an early stage and expects parents to do likewise. Class teachers are ever-willing to meet and discuss problems. Difficulties are resolved quickly through effective communication.

The Parent : an integral member

As parents are a crucial part of a child’s growth process, Bajaj Public School provides them several valuable opportunities to participate in the education of their children. For instance, the School organizes appropriate consultation sessions between parents and class teachers to discuss the educational progress and the overall personality development of the children. Written reports, charting a child’s progress in achieving her educational targets, are shared with her parents.

  • Curriculum evenings are held to provide an insight into the School’s teaching and learning methods, and also furnish information regarding curriculum coverage.
  • There are annual questionnaires for parents, enabling them to provide valuable feedback on the School’s practices and procedures and their suggestions on potential areas for development and improvement.

Information is communicated to parents through the daily diary as and when required. The school has an active Parent Staff Association. This supports the school in many different ways. It also organizes a wide variety of social and fund-raising events. The Bajaj Public school encourages all parents to take an active interest in all aspects of the education and development of their children.

Teaching and Learning Methodology

The School is currently developing a creative curriculum in which children are encouraged and enabled to create intuitive and imaginative links between a variety of subjects. This makes learning more meaningful and has a greater impact. The School believes children should feel happy, safe and secure. Consequently the students develop a a high sense of self-esteem. To enable children make the best use of the opportunities offered, the School uses a range of strategies. The institution follows a combination of group, class and individual teaching methods depending upon what is appropriate and suitable for the subject in question.


The curriculum is based on the CBSE pattern. Books are offered at discounted rates by the School. A detailed curriculum is as under –

Early Years

Children in the Foundation Stage (Nursery Classes), between the ages of three and five, follow the Early Learning Goals Curriculum specific to their needs. The Early Learning Goals Curriculum provides opportunities for the development of skills in the following key areas:

  • Personal, Social and Emotional
  • Communication, Language and Literacy
  • Mathematics
  • Knowledge and understanding of the surroundings
  • Physical
  • Creative

The children are encouraged to be independent, ask questions and explore challenging activities with an enquiring mind. The outdoors is an important extension of the classroom and is used in developing all areas of the curriculum.

Late Years

The Late Year Curriculum provides the framework from which the School plans children’s learning activities from Standard 1 onwards.

There are five core subjects. These are:

  • English
  • Mathematics
  • Science
  • Information Communication Technology (Computer Education)
  • General Knowledge and Environmental Education

In addition the School teaches PSHE (Personal, Social and Health Education), History, Geography, Design and Technology, Music, Art and Physical Education.


The subject is broken into three areas:

  • Speaking and Listening
  • Reading
  • Writing, including handwriting and spelling


This involves using a very structured scheme of work for the teaching of mental and recorded mathematics, and includes a mixture of practical activities, problem solving, investigations and structural activities using computation. Independent learning, estimation and logical thought are encouraged and high quality resources are provided.


At the Bajaj Public School we aim to develop children’s knowledge and understanding of the world around them while fostering a caring attitude towards it. By providing a broad and balanced curriculum, we ensure the progressive development of scientific concepts, knowledge, skills and attitudes as well as promoting a positive attitude towards scientific enquiry and an awareness of the influence of science in everyday life. Children’s confidence and independence is encouraged enabling them to use their scientific knowledge and skills to solve problems in a wide variety of contexts.

Design and Technology

Children are given the opportunity to develop their designing and making capabilities through a variety of carefully planned activities. Children are taught basic skills and are encouraged to explore a range of media, including construction kits. They are then encouraged to evaluate their ideas and the finished products.


The School aims to encourage an aesthetic appreciation of the child’s surroundings using the artistic elements of colour, tone, texture, line, pattern, shape, form and space.

Through planned activities, children are given every opportunity to express their thoughts, ideas, observations and emotions by observing and drawing, making prints and carving and chiseling images. Children are given the opportunity to become familiar with works of art, craft and design from a variety of cultures, both past and present, in order to be able to formulate their own critical opinions. The School develops children’s skills using appropriate materials and techniques for specific purposes.


Music, we believe, has an important part to play in emotional, social and creative development. The school follows a comprehensive scheme of work in order that it fulfills its aim of developing the skills and knowledge which bring about an understanding of music, as well as encouraging the expression of ideas and feelings. Every class has a weekly session and lesson with a specialist music teacher.

Geography and History (Humanities)

The studies tend to stem initially from the pupil’s own experiences. In history, this may be with reference to the child’s own family and its past while in geography, it may be the local area around the school. As children develop, this study progresses to history beyond living memory and, in geography, incorporates the wider world. A wide variety of resources are used, such as artifacts, photographs, pictures, videos, the Internet, maps and visits. Children are encouraged to question and discuss issues developing the appropriate geographical and historical vocabulary.

Physical Education

The School provides opportunities for children to develop physical competence and coordination so that they can move effectively, safely and creatively. Through gymnastics, games and dance, children develop an awareness of, and sensitivity to, their own body and how it works. From this they begin to understand the contribution exercise can make to health, fitness and general well being. This also ties in well with the Science and PSHE curricula.

PSHE (Personal, Social and Health Education)

The School has a well developed PSHE programme. A significant part of the teaching is through ‘Circle Time’, Assemblies and other planned activities.

Here are some of the areas that should be addressed by the PSHE curriculum:

  • Building on pupil’s strengths, interests and experiences
  • Learning both independently and collaboratively
  • Enabling knowledge and understanding of the spiritual, moral, social and cultural heritages of different and diverse societies.
  • Thinking creatively
  • Problem solving
  • Appreciating the importance of a healthy lifestyle.

Extra Curricular Activities

A range of extracurricular activities is offered as a rolling programme. This includes football, musical theater, violin, yoga, multi skill gymnastics and choir. The musical theater class, yoga and football are held after school hours. Some of these activities are privately run and a small charge may, therefore, be levied.

Special Educational Needs

Every child should have full access to a broad and balanced curriculum: one which offers opportunities for success, provides suitable challenges and appropriate support. Every teacher has the ultimate responsibility for meeting the special needs of individuals within her class. Through monitoring and assessment, we aim to identify a child’s special needs as early as possible and take appropriate action. We strive to build strong relationships and establish good communication with parents so that we can work in close partnership.

When a child is identified by the class teacher as having special needs, the Special Educational Needs Coordinator (SENCo) will become involved. After discussions between the class teacher, parent, SENCo, and the head-teacher, an individual Education Plan will be generated to ensure that an appropriate elbow room is created for the child to make progress. Extra support will be provided by the class teacher, Learning Support Assistant and / or SENCo.

The progress of the children is monitored carefully and Individual Education Plans reviewed every term. Should the needs of the child be not met by existing school resources, then the School will approach outside agencies through the Educational Psychologist or other specialist support agencies. Parents will be consulted at all stages.

Multi-Cultural Education

In fulfilling the School’s aim of encouraging sensitivity, respect for and acceptance of others irrespective of their religion, race or cultural background, the School encourages children and parents to bring the experiences of their own cultures into the School. The School also seeks opportunities to include and respect the festivals and traditions of all the children of the School. There are opportunities to experience food, music, dance and art. Children are encouraged to explore the wide variety of cultures around them and contribute to the vivid displays throughout the school. The library also contains bilingual books.

Community Links

The Bajaj Public School wants children to feel comfortable as part of the community and also develop a sense of good citizenship from an early age. The School therefore welcomes visitors from all faiths and representatives from a wide range of community and commercial groups who may contribute to the assemblies or class work. Parents and grandparents with curriculum expertise or particular interests are encouraged to share their skills with the children. Children are involved in such activities as observational walks, and visiting shops, industries and other places of interest.

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