Fountainhead School

Surat, Gujarat, India. Address: Opp. Ambetha Water Tank, Nr. Village Kunkni, Rander - Dandi Road, Surat 395005. Telephone: 8000-130-031, 0261-3501300. Email: surat@fountainheadschools.org.

Early Years; Primary Years Programme (PYP); Middle Years Programme (MYP); IB Diploma Programme (IBDP); Mavericks Learning Centre (MLC); Fountainhead High School Diploma (FHSD); Pearson BTEC.

IB World School offering the IB continuum and Pearson BTEC.

India

Transport Service with safety features; buses adhere to defined speed limits; regular updates are provided to parents in case of transport schedule changes. Transport Route 2025-26 is published for routes; contact details: 8000-130-031, 0261-3501300 and surat@fountainheadschools.org.

Fountainhead School is primarily an International Baccalaureate (IB) World School. It offers Early Years, Primary Years Programme (PYP), Middle Years Programme (MYP), and the IB Diploma Programme (IBDP). It also provides the Maverick Learning Centre (MLC), offering mixed-age, experiential learning. Students may pursue a Fountainhead High School Diploma (FHSD) alongside the IB DP, or include Pearson BTEC vocational subjects with FHSD or as part of the DP pathway. The school emphasizes flexibility to transition between pathways as students' interests evolve, with options including a DP route, a FHSD route, and BTEC-based vocational options.

IB Diploma Programme is a globally recognized and academically rigorous qualification designed to prepare students for university study. It provides breadth and depth across subject groups with an emphasis on critical thinking, intercultural understanding, and research skills. The DP curriculum aligns with university expectations and is widely accepted internationally, including recognition by AIU.

The school offers a socio-emotional learning (SEL) programme called Life classes that focuses on nurturing socio-emotional well-being. The SEL approach is supported by counselling and mental health services to help students address emotional and behavioural issues. Teachers receive extensive training to recognize and respond to students' emotional needs and to create a positive, supportive classroom environment. Discipline is non-punitive and non-retributive, emphasizing the natural consequences of mistakes and promoting a culture of kindness and open communication. The wellbeing framework is designed to strengthen students' social-emotional skills through teacher collaboration, student support, and a positive school culture.

The school acknowledges that a student may have Special Educational Needs at any stage of schooling and provisions should be made to meet those needs. Admission of SEN students depends on whether the disability does not affect the ability to meet program demands, with flexibility to admit in such cases. Where necessary, the school and/or parents seek trained teachers or special educators to provide required support, and the school will explore options to secure appropriate resources. SEN provisions are intended to be additional to or different from standard provisions to enable inclusion within the program. The plans align with guidelines that support SEN students across the relevant IB pathway.

English is the medium of instruction and the primary language used across the curriculum. Most students are second language learners of English, and the school recognizes the importance of developing English as a lingua franca while maintaining mother tongues. The school does not run a universal ESL/EAL program, but there is an Additional English Language Support (AELS) programme for students who need extra help. AELS combines classroom support with a pull-out intensive English component for a defined period, with criteria and processes for shortlisting students. The AELS programme is currently at the Primary Years Programme level, with potential expansion based on need. The school also promotes a mother tongue programme and multilingual resources to support language development.

Wellbeing is integrated into the school's approach to education through SEL and dedicated counselling. The Life classes contribute to students' emotional intelligence, self-awareness, and interpersonal skills. Counselling and mental health support services address emotional and behavioural concerns, with teachers receiving training to support mental wellbeing in the classroom. A dedicated wellbeing team provides structured support and collaborates with families and staff to promote resilience and healthy relationships. The school emphasises a proactive, preventive approach to mental wellbeing as part of its broader educational philosophy.

Child safety is the top priority at Fountainhead School. The school runs a Child Protection Policy with measures including a parent pass system for pickups, CCTV coverage around the campus and buses, a sick-bay team, and wellbeing counsellors to support socio-emotional needs. Every bus has seatbelts and attendants to ensure student safety, and staff receive POCSO training. Regular safety drills and internal audits are conducted to maintain a secure and nurturing environment for pupils.

The school uses a structured admission process: collection and payment of the admission packet; submission of documents and completion of the online admission form; interaction with parent/candidate as needed; reading of admission status, with a potential draw system if seats are limited; deposit of fees and confirmation of admission. Attendance at Education for Tomorrow (EFT) workshop is compulsory for admission and both parents are encouraged to attend; if EFT is not attended, admission may be cancelled. Admission status is communicated by phone and email, and if there are more applicants than seats, a waitlist/draw system is used. For Primary Years, readiness testing and parent interaction are part of the process; for Early Years, interaction with parents may be required. Admission form fees are non-refundable.

Waitlist Criteria for Admission: Basic criteria include attending EFT Workshop (compulsory) and all documents signed and submitted (compulsory); for Early Years, either a Kindergarten recommendation form or interaction with parents; for Primary Years, an assessment and interaction with parents; the form must be submitted within the specified dates; students must be without special needs. Categories include staff (till March), siblings of FS students, Fountainhead Preschool attendees (EY only), applicants for both siblings, and others. For other categories, the admission department checks that the candidate has cleared the assessment test with a minimum mark; girls may be given priority; random selection may occur via a chit system in the presence of parents.