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OUR VISION

We at Nai Asha by Leher Foundation endeavour to work collaboratively to provide a caring and educationally rich environment where each individual is treated with dignity and respect.

 

We see smaller classes mean bigger results.

We provide safe, supportive learning in a boutique environment: our smaller class ratios mean we can offer sophisticated and intensive small group and individualised learning programs. Working in close and dynamic partnerships with family members, educators, health and other professionals, we ensure our students enjoy a positive, holistic and wholly rewarding learning experience.

OUR MISSION

To nurture all pupils with special needs in safe, inclusive and supportive environments through education, therapeutic intervention and community acceptance.

 

Our Unique Approach:

  • To create a learning context that marries learning goals & plans with individual student needs.

  • To provide a professional, multi-disciplinary team who are in constant collaboration to help students meet their individual learning goals.

  • To evolve a nurturing, supportive environment for the health and wellbeing of all students, staff and visitors.

OUR VALUES

Customized Care – Our knowledgeable staff meets each child on their level and provides them with individualized lessons and customized care to help them succeed.

Peace of Mind – We are dedicated to providing every child with a safe learning environment offering constant communication, feedback and absolute honesty with parents. Access to CCTV monitoring during school hours is also provided to parents.

Respect – We value each other and accept our differences, treating everyone with consideration and understanding.

Teamwork – We work cohesively together incorporating in an atmosphere of mutual support and trust, valuing the strengths and skills of all.

Inspiration – Our supporters – from staff and parents to volunteers and donors – are invested in building a better future in which each child succeeds and is recognized for their abilities, not disabilities.

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