Synergy's Foundation's
  Synergy Group of Institutes  
SIM Synergy Institute of Management
SIAM Synergy Institute of Advanced Management
SSC Synergy School of Commerce
  Synergy School
**Synergy Institute Of Management has shifted to new address      2nd Branch Opening of Synergy Pre-School at Katraj-Kondhwa      11th Foundation Day 2015.....      SYNERGY IS GRADED A+ CATEGORY AMONG THE BEST B-SCHOOLS IN INDIA (JUST CAREER FOR MBA ASPIRANTS SURVEY 2009) & 'A' Grade Business School (Business India, Nov. 2009)      Admissions open for 2016-17....


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                                                 Synergy Pre-School

  • JR. KG.
  • SR. KG.


 Inauguration of  Second Centre of Synergy Pre- School at Katraj- Kondhwa Road

              A new centre of Synergy Pre-school is opened at Katraj Kondhwa Road. The inauguration of new centre was been done by the Chief Editor of newspaper Aaj Ka Anand, in presence of Katraj Corporators Mr. Santosh Dhumal, Mrs. Bharati Tai Kadam, the Founder Principal of Synergy School Mrs. Meera Jindal, Synergy Foundation Chairman Mr. Radheshyam Goya.




Synergy School

Our Branches

Sadashiv Peth

Purva Complex, 1st floor, Near Laxmi Krupa Hall,
Gadgil Street, Sadashiv Peth,

Phone : (M) 8805105291

(P) 020 24497130/ 020 24432451




Katraj :

Off Katraj Kondhwa Road, Near Katraj Lake, 

Cow Shed Lane, Next to Sairaj Building

Pune - 411 046

Phone:  (M) 8805105289

(P) 020 - 65003344



272, Near Mitra Mandal Chowk,
Opp. Purohit Hospital, Parvati ,


Phone : (M) 8805105291



Our featues

  • Centralized Location
  • CBSE Pattern
  • Affordable Fees
  • Trained, Experienced & Lovable staff
  • Audio visual teaching aids
  • Play way teaching
  • Healthy snacks provided
  • Safe & children friendly Environment
  • Airy and spacious classrooms

School Aims
School Ethos, Self Esteem and Personal Development
·To build the self esteem of the individual by praising and valuing achievements.
·To value creativity both within and beyond school.
·To encourage individuals to be independent, imaginative and resourceful.
·To foster a sense of justice, self-discipline and personal responsibility.
·To foster both a sense of self worth and tolerance and an appreciation of the worth and cultures of human beings
· Skills and Knowledge
·         To equip children with the academic and social skills they need in everyday life.
·         To identify and cater for the needs of all children.
·         To prepare for the next stage of education.
·         To equip members of the school community with the skills and knowledge to enhance their current and future lives.
·         To structure learning so that it most closely meets the needs of individuals.
·         To have a clear vision of high standards and to strive to meet them.
·         To provide a broad,  balanced, relevant education that has diversity of content and learning methods.
·         To foster enquiring minds that want to know more.
The school values discipline in both work ethics and personal conduct and recognises that a sense of justice and fairness is essential to this process.  It recognises that the promotion of a positive self image is the key to raising both academic and social standards.  To that end though, we recognise that censure is also necessary.  We regard praise as the key to achieving high personal standards.
The Foundation Stage
Our aim is to provide quality learning experiences for all the children; learning that is structured, balanced, relevant to the child and related to the real world. The Foundation Stage Curriculum is divided into six areas of learning. Every day your child will have the opportunity to do the following:
Personal, Social and Emotional Development
We encourage children to develop confidence, play together and consider the feelings of others. We promote the development of good behaviour and manners and help the children develop a further awareness of themselves.

Communication, Language and Literacy
We encourage children to speak clearly and to listen to each other. There are many opportunities to join in with stories, poems, rhymes, songs and role-play. Children are taught to link sounds to letters and start to recognize the reception key words. From the beginning they are encouraged to develop an interest in books and will be introduced to a reading scheme appropriate to them. They are taught to form recognizable letters, write their own name and are also encouraged to experiment with different writing material so they can attempt writing for a variety of purposes.

Mathematical Development
Children are encouraged to acquire accurate mathematical language, for example. Taller than, in front of, heavier than. They sort objects according to criteria such as size, colour, shape etc. There are opportunities to count objects, recognize numbers 1-10, write them and order them. They learn sequencing skills and explore pattern and shape.

Knowledge and Understanding of the World
Children are encouraged to use their senses and to describe and discuss what they see and discover. They are encouraged to ask questions about why things happen and how things work. They find out about past and present events in their own life. We use our school grounds, walks into the village, school trips, photographs, visitors, the internet and artifacts to find out about the world we live in. The children are also taught simple IT skills, using a camera and having the opportunity to use our good range of laptops.

Creative Development
Children have many opportunities to express themselves through drawing, painting, collage and model making. They will work collaboratively with a partner or a group. They will learn and sing new songs and rhymes, play percussion instruments and recognize and explore how sounds can be changed. They will be encouraged to use their imagination in dressing up and role-play.

Physical Development
We provide opportunities to run, throw, catch and balance using both small and large equipment. Children are encouraged to travel around, under, over and through balancing equipment. There is one timetabled games lesson a week led by a coach from Ipswich Town Football Club and one session timetabled in the village hall. They also use the enclosed patio and play are every day when the weather is fine, for ride on toys, role play, water and sand play, large construction toys, chalking and painting. 

Code of Behavior
Staff use an assertive approach to managing behavior based upon a system of rewards and consequences which have been discussed and agreed with the children at the beginning of each year .The emphasis within this is upon rewarding positive behavior (catching them doing it right), rather than catching them doing
it wrong.

When children do not respond to this approach and persist with negative behavior, they will be reminded of the consequences and invited to make a choice about their behaviour in the light of these consequences. Such instances
will include the need to discuss behavior with the teacher (or head teacher), the loss of play or personal time, or the discussion of the behaviour with the parents.

In the unusual circumstances of extreme behavior occurring, it will be made clear that it is entirely unacceptable, parents will be contacted and encouraged to work in partnership to address the situation.



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