The Saraswati Educational Society is the brainchild of people passionate about children and their development. This was further conceived and conceptualised to merge the ancient ‘gurukula’ system with the emerging trends of the modern-day education system. Strong determination, persistence, faith, and sincere efforts of like-minded enthusiasts further led to the foundation of the Saraswati Educational Society, the authority under which Gurukul operates.

The key founders Dr. Prakash Bhave (a practising radiologist), Mrs. Mrinmayee Bhave (Founder of Daffodils Nursery School, Ex - Teacher of Jnana Prabodhini, Pune) and Mrs. Vineeta Nagarkar (former Vice Principal of Jnana Prabhodini, Pune) firmly believed in the principles of “learning through life”.


Gurukul began as the first Day-Boarding school in Maharashtra.

It was established in 1992 and is committed to supporting the learning process of children and fulfilling their physical, social emotional and intellectual needs. Thus helping them grow up as unique individuals.  Gurukul has classes from Playgroup to Std. X. The vast Agriculture College land adjacent to the school campus enhances the novel setting which resembles a “railway station” with real railway coaches, that house a few classes.

From humble beginnings in the early ‘90s with a just 2 children, the school today boasts of 1000+  well-rounded  individuals who have stepped out into the world.

Gurukul strives to provide a safe and secure environment for children to form a bond with the staff. This encourages them  to  learn and grow, based on their respective level, pace, and interest.

Gurukul’s distinct tradition, culture, and spirit of innovation, provides a fertile learning field. In an inclusive environment, Gurukul is a home of learning to children of varying abilities and aptitudes, all met with personalised attention.

Gurukul is a CBSE curriculum school based in Pune, India. It is committed to supporting the learning process of a child and fulfilling their physical, social, emotional, and intellectual needs.


The curriculum focuses on the child as an active learner.

Children are encouraged to ask questions and to relate their learning in school to the real world. This helps them to avoid mechanical learning. Lessons and activities are designed to promote children’s thinking abilities.

In a fast-changing world and a competitive global context, it is imperative that we respect children’s native wisdom and imagination.

Moving from the "known to the unknown", "concrete to abstract" and from "local to global" we work to connect classroom knowledge to real life experiences.

Play is a serious business and hence an integral part of Gurukul. This promotes enjoyment and learning for progress. Stamina, fine and gross motor skills, building stamina, self-awareness, control and coordination are regularly honed through Sports, Yoga and Games.

Cooperative learning and Project based learning helps children to respect others’ point of view and understand feelings. This also helps to instill values.

Approach & Pedagogy

Some Unique Features of Gurukul:

  • Children are given ‘hands-on’ experience in various activities including working independently in Science and Mathematics laboratories.
  • The time-table caters for a supervised homework programme within the school hours which encourages ‘self study’.
  • The children participate in extra-curricular activities of their choice from a range of activities which encompass The Literary, The Creative and The Performing Arts.

At Gurukul, we believe that the best education is one:

  • that inspires children with the desire to explore and learn; one that suggests, rather than preaches
  • where children are encouraged to become both independent and interdependent learners, with a strong spirit for collaboration
  • which creates a stress-free environment, encouraging children to approach everyday challenges with optimism and fortitude

Our Culture


School Culture

  • Anapan (Meditation) is practised twice a day
  • Inclusive Education – children with varying learning abilities are well integrated
  • Workshops for parents are often conducted to acquaint them with the school system
  • Teacher Retreats are organised to motivate, rejuvenate and empower teachers
  • Felicitation of Service Providers to express gratitude
  • Children wash their own plates, clean classrooms and common areas to understand the importance of “Dignity of Labour”

Classroom Culture

  • 1:20 ratio between teachers and students
  • Merging old and new teaching methods to make learning fun and interesting
  • Project based learning with an interdisciplinary approach
  • Initiatives such as Experiential Learning, Mind Spark, Model United Nations, Flipped Classroom, Global Awareness Programme are regular features
  • Smart Boards

Conscientiousness & Social Responsibility

The following activities are conducted to promote social responsibility in children.

  • Literacy Drive for the Support Staff
  • First-aid Programmes
  • Rainwater Harvesting
  • Composting
  • Grey Water Management
  • Tree Plantation Drives
  • Public Space/Infrastructure Cleaning