Half-Yearly Assessment – ECCEC Program

The children enrolled in the ECCEC Program appeared for their Half-Yearly Assessment in July 2026. The assessment covered four subjects: English, Bengali/Hindi, Mathematics, and Drawing. The Half-Yearly Assessment is an important part of the children’s learning journey. It enables the Creche teachers to assess and understand each child’s learning capacity, academic progress, handwriting development, hand-eye coordination, and regular study habits. The assessment also helps teachers identify areas where individual children may require additional guidance, encouragement, or support. It is mandatory for every child to appear for the Half-Yearly Assessment, as regular evaluation plays a vital role in monitoring their overall development and ensuring steady progress throughout the academic year.

The assessment provided an opportunity for the children to demonstrate what they have learned during the first half of the academic session and encouraged them to develop confidence, discipline, and a positive attitude towards learning. Following the Half-Yearly Assessment, the Report Cards and Performance Analysis of the ECCEC children were shared with their parents during Parent-Teacher Meetings held on 21 August 2026 and 24 August 2026. The individual marksheets were handed over to the respective parents, providing them with a clear understanding of their child’s academic performance and progress.

During the meetings, the parents were also briefed about the various teaching-learning tools and methodologies used by our trained Creche teachers. Special emphasis was placed on the fact that many of the children are first-generation learners, and therefore require patience, encouragement, regular guidance, and a supportive learning environment both at school and at home. The parents were strictly advised not to physically punish or beat any child at home on the basis of the report card or examination results. Instead, they were encouraged to provide greater attention, motivation, and emotional support to their children, particularly in areas where improvement is required.

Parents were advised to establish a regular one-hour study routine at home and to focus on reducing screen time. Consistent parental involvement and a disciplined home environment were highlighted as important factors in strengthening the children’s learning habits. To appreciate and motivate children who performed exceptionally well, chocolates were distributed to those who achieved Outstanding results. These high-performing children were also showcased as positive examples to encourage other parents and children to work towards better academic performance.

For children who demonstrated significant academic weakness, Special Classes from 2pm to 3 pm four days a week with one-to-one attention from teachers were announced. These additional support sessions will focus on the individual learning needs of the children and provide them with the extra guidance and practice required to improve their academic performance. The Parent-Teacher Meetings therefore served not only as a platform for sharing examination results, but also as an important opportunity to strengthen the partnership between teachers and parents and to ensure that every child receives the necessary support to progress confidently in their learning journey.