Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 1

:: contents
• location
• physical infrastructure
• student profile
• interface in civil society
• program details
• the first 100 days
• the next 100 days
• community outreach – tabela
• reflections
• the new academic term

location Nestled in a small community called Bandra, on the west shoreline of the island
city of Mumbai is our Supari Tank Municipal Primary School. Built about 25 years ago, it
stands on a landfill of a pond (talao) dotted with betel nut (supari) trees. That’s how we got
our name – Supari Tank.

infrastructure The Municipal Corporation of Greater Mumbai provides free education to

children between the ages 5-14 upto grade 7. With limited teacher strength, classes can
sometimes have more than 65 children. This 3-storied building has an English medium school
on the ground floor and a vernacular language (marathi) medium school on the first and
second floors. With limited classrooms, the schools runs in two shifts. The first shift is from
7.00 am to 12.40 pm. The afternoon shift is between 1.00 pm to 5.40 pm.

students Children belong to low-income working class families. The typical child’s father
could be working as an industrial worker, a rickshaw driver or a vegetable vendor. In many
families, the father could be unemployed and an alcoholic and the mother would be working
as domestic maid. Some children come from single parent households and some are orphans
looked after by relatives.Generally, these are migrant families who have come to Mumbai in
search of jobs. The communities are near the school and children walk to school.

interface Akanksha Municipal

School Project interfaced with the
School via the School Adoption
Scheme of the civic body. The city
council realised that it must seek
out partnerships with other private
and public organisations to manage
the 700,000 children who study in
1100 schools. We are witnessing
the emergence of a civil society
that is taking over from public civic
services and a Market economy is
taking over the state-controlled
economy. Decentralizing,
networking, and partnerships are
global phenomena, which are
reflected in our civic structures.
program We began our involvement by direct contact with class I and II of the English
medium school. We also covered a larger group of the entire class I to IV of the English and
Vernacular mediums for extra curricular activities (E.C.A.). These are art+craft, physical
education+sports, dance+music. We have 2 class teachers who handle independently a batch
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 2

from class I and II each and 3 ECA teachers. Then we have an education trainer who comes in
weekly to train the teachers on the Akanksha methodology and plans with the class teachers
the ongoing work schedule. To manage the project at the school level is the school
coordinator who interacts daily with the school authorities in planning the day's activities and
is also the school social worker.

the first 100 days

A typical day Children of the primary school (Grade 1 – 3) begin
to trickle in from about 12.00 p.m. for school which begins at
1.00 pm. Many mothers drop the younger children early before
they head to work as domestic maids and will pick up the
children after work at about 5.00 p.m. Some sit quietly in the
compound, some are jumping all over the place. The previously
defunct school bell rings loudly at its appointed time. The
school assembly lasts for about 30 minutes until 1.30 p.m. It is an elaborate procedure laid
out by the school administration. It wasn’t really being followed before we entered the
school and teachers would be in the staff room for quite some time before coming for a
hurriedly completed assembly. Now the Akanksha team led by the sports coach and dance
teacher conducts the assembly. It begins with the school prayer, national anthem, patriotic
song, morals and ethics poem, meditation etc. The children like the daily order and rhythm
introduced in their lives. We have noticed that children have begun coming better dressed to
school, are more punctual and maintain a certain group order required for school discipline.
The parents are proud to see their children reciting a prayer or singing a song. They wait
quietly in the school compound, listening intently to the assembly. Ripples are felt at home,
where the parents put in that little extra care for the child when they see the Akanksha team
investing so much into their children.

Lessons begin from 1.30 p.m. and go on till 3.00 p.m.. At this time, a free meal is provided
to all the children by the school administration. It is a rice preparation with lentil called
‘khichdi’. Typical of the Indian obsession for exactitude, the quantity is measured – 50g per
child. For many it is their first meal of the day. Despite repeated requests to parents to feed
their children before school, the children are sent to school hungry. We lay out floor mats for
the children in the school passage and the children are served khichdi in plastic 'tiffins' (lunch
box) brought from home. Hungry bellies devour the food almost instantly. At times, if luck
permits there is enough for a second round. It is amazing but understandable to see the
appetites of some of the older children.

Once khichdi is over, it time to play and just go mad. Children jump from the staircase, form
human chains and run around, sudden fist fights break out. It’s all happening; all at once.
Those of us in the Akanksha team take turns to sit in the classroom and gently draw near
those children who respond. Questions, inquiries, complaints all come pouring out. It is at
this time that making contact with the child by human touch invokes a spiritual dimension to
the interaction. Small hands reach out to be held. Someone is tugging at the small finger.
Children recoil when we try to stroke the head or cradle their faces in a loving and gentle
touch. The only adult touch they know is violent ; a slap on their face or a hit on the head. It
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 3

works wonders with the most boisterous or rowdy. Instead of a punishment they expect, they
get a bit of the healing touch ; they suddenly shed their disrupting behaviour and become
quiet. Gradually children realise that adults can love and they come forward with a loving
hug to greet the Akanksha team.

After the break, school resumes at 3.30 p.m. As the school bell rings promptly at 5.30 p.m.,
the children file out. The ice cream vendor awaits them with ice-cream cones, which begin
from Re. 1 servings. Others head for the vendor selling raw mango slices and berries
sprinkled with salt and red chilly powder. For some it a straight walk to home and others run
off to play in one of the playgrounds in the locality.

It has been an exhausting day for the Akanksha team, who sit down to a debriefing and a
group sharing. A daily reinforcement of team building measures, focusing on and inquiring of
how we can do better in what we do. Tired but invigorated teachers head home as the
janitor comes in grumbling that we should leave so that the school grills can be locked.

Tomorrow will be a brand new day with smiling, laughing children all over us, once again.

Vacation Camp: Kudeshwar Mandir (Tabela) Bandra.

Sanjay Doctor, school coordinator and social worker

The Kudeshwar Mandir community is just like a muffosil (semi – rural district town) town of
India compressed into a basti (shanty) overlooking the Bandra Sea link bridge work-site.

A wonderful sea of humanity, a

bustling community. People going
about their daily chores. A mosaic of
Life itself. The organic layout of the
basti has evolved naturally to reflect
the social systems – class, religion,
and cultural groups. The shops are
along the main street of the basti
along which the ‘elite’ have built
their houses. This is mainly a Hindu
community hailing from the state of
Uttar Pradesh. Initially it was open
land with dairy barns called tabela.
Hence the name. Many are second-
generation settlers.

There is an open front way, which gives access to fresh air, sunshine and more space to claim
your own. There are the endless rows of very narrow paths leading to small tenaments on
either side. Almost no sun can enter these paths, fresh air is a memory, which an occasional
breeze may leave behind. Blasting cable television in almost every home sounds like someone
is tuning into radio stations continuously. Surprisingly, all of the basti is fully cemented with
underground covered gutters, which provides a sense of hygiene.
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 4

We have come to establish a nodal contact point with our school children living in this basti.
This will facilitate our special 3-week extension program during the Diwali vacation. The
children recognise us almost instantly as we approach through the main street. Children
come forward to shake our hands, ‘ Hello Sir’. They lead us through the winding paths to a
temple built by the community. Around the temple is a shed with a clean floor, adequate
lights and fans, blackboards and fresh air. We are on a hill, next to a natural open well.
Suddenly children flock into the temple and about 60 children have flocked to study in our
makeshift classroom. We play games, learn vowels through eurhythmy, sing songs. Our art
teacher is also a championship level chess coach. He takes some of the older children into a
small hut, which is the community-sponsored kindergarten and teaches them chess. He has
brought his own chessboard. Given a chance, may be a bright youngster can become a
champion. Since then, the children have taken to chess with a passion.

It was apparent that these were difficult and challenging times for the residents. Change is
all around them. It is a challenge to cope with urban life having come from a small village.
Yet even then, it was better than the village life left behind. Children growing up in a city as
urban kids, are the kaleidoscopes of the city life. How do parents change with the times ?
How do they learn to be good parents to children who are rebellious to the old culture and
order? Women are doubly pressured. Their husbands demand so much from them and yet
provide so little to the house and their personal well-being. The mothers are silent victims.

The environment of the child is difficult. Cramped spaces, a dysfunctional family life, video
game parlors, and gambling are the base realities of the urban ghetto. Where is the space for
the spiritual nurturing of the child? As a result it is observed that children have hardened
external persona. Being truants, the rebelling is really a cry to be held with love, dignity and
grace. But deep within, children can still be experienced as spiritual beings. The poor
economic status of the family deprives the child of its human rights. Inaccessibility to civic
amenities, basic human wants and needs cry for attention.
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 5

reflections We ask ourselves: has our intervention created a positive impact in the
lives of our students? The reply that emerges is Yes !

We are truly entrenched in the school. What we find truly satisfying is the profusion of smiles
and happy faces all around. Children are screaming with delight, almost crazy and delirious
with the joy our team brings to their lives. Inspite of coming hungry to school or wearing
uniforms, that are well past their lifecycle.

School has suddenly turned into a magic world. In one class Vinay Sir is teaching dance. In
another, Shashwat Sir is with class 3 for art classes, everyone had crayons and drew lovely
pictures. Another corner echoes with Kishore Sir taking a PT class. So much fun! Nobody
physically punishes the children. Discipline is asked for; never imposed. The classes are
becoming bright and cheerful. Computer classes are to begin. Sport activities in the
playground are also to begin shortly. Sanjay bhaiyya takes music class on Saturday and brings
percussion instruments for us to play with.

Class attendance is high. Children’s bonding with the Akanksha Team is intense. There are
credible role models created for children. There is trust generated in the civil society and
that our society helps its own.

The municipal schools do not have the resources to match that of private schools and
therefore have not been able to deliver quality education.

The Akanksha initiative helps to create a viable alternative public

education, which provides the basic quality education, which every child
has a right to.
At the heart of the system is the teacher. We find that our Akanksha teacher have a spiritual
touch with their work. They are empathetic to the children. The Akanksha team has restored
that love and dignity which the children had been denied from the civic school system.
That’s where we have really contributed.

We love and cherish

every child, make it
feel special and guide
its faltering steps
towards becoming a
human being along
the 3-fold path of
thinking, feeling and
doing.

In spite of all the

resistance from the system
and the stressed out work
conditions, we return each
day, recharged because the
children deserve no less.
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 6

the next 100 days

Tana – na, Tanan – na, Tender Green Paddy fields,
Tana – na, Tanan – na, Tender Green Paddy fields,
The first 100 days were of establishing and growing ; to claim as much space the system
would allow us. Roots have firmly entrenched themselves and new tender leaves have
sprouted all over. Now we must consolidate and do some pruning so that we grow within our
objectives without deviating into a wild growth, which takes away our vital nutrients.

• akanksha program for all children of class 1 and 2 (English)

Our program at the school has taken root. There is an exuberance of our initiative. We are
finally able to reach out to all the children of class 1 and 2.

The school agrees to dividing Class 1 into two batches of about 30 children each. Our
Akanksha class teacher makes individual assessments of each child and allocates children
either to a normal batch or to a special remedial batch. We have a motley group of children
in class. From tiny 5 year olds to eleven and twelve year olds. The group looks after itself
and group dynamics are in place. So before the mid-session Khichdi break, a batch moves to
a special Akanksha classroom for Akanksha’s level 1 instruction. Then after the khichdi, the
batch returns to the official classroom with the school appointed teacher teaching the
official textbook. The second batch does the same in reverse order. Each batch is exposed to
Akanksha for about two hours each day.

The school principal is the official Class 2 teacher. But the Akanksha teacher is able to
instruct all the children for the entire session. This helps the principal to carry out her
administrative responsibilities. Before the khichdi break, students learn the Akanksha level 2
curriculum and afterwards learn from their textbook. However with very low literacy levels,
the teacher toils with basic phonics and writing skills.

It is a difficult task for Akanksha teachers. Some are dropouts, some have obvious learning
difficulties. Few come from dysfunctional families. But the struggle to mould them
continues.

• inauguration of an Akanksha Center in the school after school hours

A colourful, bright and well-decorated classroom was allocated to the Supari Tank Akanksha
Center (level 1). Thirty children from Class 1 and 2 (Marathi) were selected. These children
come to the morning school and stay back after school. After a delicious and nutritious meal
provided by us, they study from 1.00 pm till 3.30 pm. A peek through their ‘ red’ class door
shows, little beings deeply engrossed in learning, smiling, laughing. They know they are in a
fun, safe and caring environment. A teacher, a couple of volunteers and a community helper
manage the center. The social worker makes a weekly visit to support the teacher.

• focus on our target group of Class 1 to 4 for ECA activities

After various permutations, the ECA teachers were able to work out a timetable which made
it possible for all classes of the primary school ( up to class 4) to receive a two sessions each
of Sports, Art/Craft and Dance/Music for a total of 6 sessions of six sessions per week.

Children fill the notice board in the foyer of the school building with art works. Each week, a
new theme is chosen. The corridors reverberate with sounds of ‘ Dha Dha – Na’ as children
practice dance. Outside in the adjoining sports field, children play football, basketball and
cricket.
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 7

• Need based infrastructure expenses

Finally, the municipality sanctioned the long awaited structural repairs. The sheer neglect of
the leakages has had their toll on the beams and columns. Structural repairs, new drainage
lines and renovated toilet blocks are planned. The boundary wall will be taken back for a
wider road. We will lose our front garden and compound. A games room is planned on the
first floor by enclosing an existing terrace. Also once the work is completed, additional
repairs and renovation will be taken up.

reflections After an engagement of 200 days, we look around to see the change we
impacted. The half yearly review had raised fundamental questions of our work. Now the
inquiry is more appreciative in nature.

Let us positively
explore,
collectively
imagine,
collaboratively
design and jointly
commit to a path
forward.

Appreciate
• the effort of the teachers to achieve challenging goals
• the emergence of a team with group dynamics
• the convergence of the school authorities and Akanksha to a common mission
• the change in the students – literacy and well-being
• the learning opportunities made available about a formal school
• the emerging community participation for resource mobilisation

Apply
• carry forward the human effort to the new academic term
• become a integrated team rather than group of individual efforts
• constantly adapt to the unstable environment
• document the learnings and encapsulate it into the pupose. processes and people

Provoke
• create a quality model and initiative total quality improvement
• establish personal bonding with children beyond the school
• engage with the system for child rights

Collaborate
• partnership with municipal school civic body for project and not just an adoption scheme
• create parent body as co-partners
• mobile resources from local residents for ultimate adoption of school
Supari Tank Municipal Primary School ANNUAL REPORT for 2004 – 2005 :: 8

The New Term 2005 – 2006

Supari Tank will move forward in the ascending spiral.

Staffing :
1. School Coordinator
2. Education Coordinator
3. School Social Worker
4. School Office Assistant

English and Maths

5. Class 1 Teacher
6. Class 2 Teacher
7. Class 3 Teacher

Marathi
8. English Teacher for Class 1 and 2

Extra Curricular Activities

9. Sports
10. Art and Craft
11. Dance and Music

Vocational Training
Selected children from class 2 and 3 with aptitude for Vocational training will be trained in:
1. Tailoring
2. Woodwork
3. Mechanical Workshop.

The programme will incorporate the required curriculum under the SUPW (socially useful
productive work) curriculum. Scholarships to study in trade classes will be provided.

Special Services

• Mid-session meal for children in morning and afternoon shifts.

• School Social Worker to make home visits
• Lending library
• Gardening classes
• After school sports coaching
• Tuition fee stipend for special remedial coaching

Community Outreach
• Mobilisation of mothers and counseling
• Self Help Groups formation
• Micro insurance
• Adult Literacy classes for mothers