Arpita Singh, Principal, Sunbeam School, Ballia, has steered the institution since its inception in 2013. In this interview, she shares her inspiration, the school’s evolution, and her commitment to fostering holistic development
Take us through your journey?
My journey into education began serendipitously. Influenced by my friend Preeti, I joined a school as a pre-primary teacher. What started as chance soon became a calling. Inspired by Harvey Silver’s framework, I took on the role of Principal at Sunbeam School, Ballia, seeing it as fertile ground for innovation, collaboration, and equity.
Could you share the founding vision of Sunbeam School, Ballia, and how it has evolved over the years?
Sunbeam School, Ballia, was established in 2013 with a vision to provide holistic education that nurtures intellectual and moral development. The mission emphasises ongoing consolidation, growth, and collaboration to foster students’ holistic growth in a conducive environment that promotes excellence.
From a modest beginning with 456 students, the school has grown into a leading institution in Ballia district, now enrolling over 2,600 students from Nursery to Class XII. It offers a co-educational senior secondary curriculum affiliated with CBSE, covering PCM, PCB, Commerce, and Humanities streams. Sunbeam Ballia has earned numerous accolades, including the DHK Eduserve Award, Brainfeed School Excellence Award for India’s most inspiring and innovative schools, and the Education World Award as the number one Co-Ed Day School in Ballia for seven consecutive years. The school also received the Best Principal Award from the IPN Award 2024-25, AKS National Award, EEC Award 2024, and Dr Kalam Leadership Excellence Award.
Our teachers have achieved global recognition, with milestones such as selection for the AFS Scholarship Programme, appointment as CBSE Resource Persons, and MIE Expertise through Microsoft. They have attended advanced leadership courses from DEXTURE, PSPA, and institutions like Oxford University, and excelled in competitions like the CENTA EW Subject Knowledge Test and National Teachers Olympiad. Four teachers completed training on digital technology for children with special needs, and our counsellor is now a Resource Committee member at the IC3 Institute.
Tell us about the experiment on films and storytelling?
One proud innovation is the integration of School Cinema, a research-based pedagogical tool using films and storytelling to reinforce life skills and values. Post-screening, students engage in guided discussions, reflective writing, and activities like the “kindness journal” and community projects. As Todd Whitaker notes, “The culture of any school is shaped by the worst behaviour the leader is willing to tolerate.” At Sunbeam, values are modelled. Teachers receive regular training on value integration, positive reinforcement, and inclusive pedagogy, creating a climate where every student feels valued.
How do you identify and nurture the individual interests and talents of your students?
Every child carries a unique spark, and our responsibility is to ignite it. We use a multi-layered approach grounded in personalised learning and data-informed insights. Focus Activities (FA) help identify students’ interests, guiding class teachers and mentors to tailor project-based learning, club memberships, and event participation. Quality Circle Time classes further support this process.
Each student maintains a digital e-Portfolio on our G Suite for Education platform, showcasing academic achievements, creative expressions, skill-based certifications, and personal reflections. Co-managed by students and faculty mentors, these portfolios are reviewed during student-led conferences, empowering students to take ownership of their learning while enabling teachers to customise instruction.
How does the school adapt to accommodate diverse learners?
We integrate cutting-edge EdTech platforms like Google Classroom, Wakelet, and Khan Academy into daily instruction. Collaborative learning spaces foster peer-to-peer learning, creative expression through theatre, and debating beyond classroom walls. Our blended learning model combines synchronous live sessions with asynchronous self-paced assignments.
Rather than relying solely on standardised tests, we use varied assessments like portfolios, exhibitions, presentations, and skill demonstrations. Success is recognised not just by scores but by growth, creativity, collaboration, and resilience.
Share an experiential learning activity
Recent educational visits to Buxar Fort and Jaipur Forts allowed students to explore:
Geography: Topographical features and environmental adaptations.
Physics: Ancient architecture and force distribution.
Chemistry: Construction materials and preservation techniques.
Biology: Indigenous flora and water conservation.
History: Cultural and political contexts.
Mathematics: Geometric precision in fort design.
A major theatre production at JP Nagar, Ballia, saw students write scripts, design sets, and perform socially relevant plays, developing communication, emotional intelligence, and teamwork. Six-day internships at CA firms, paramedical institutes, architecture firms, and polytechnic colleges provided career clarity and built professional confidence.
What role do you believe co-curricular activities play in shaping a student’s character and confidence?
Co-curricular activities are integral to our Value-Based and Quality Education Framework, systematically planned by the QCR&D Team and expert mentors. Every student participates in at least one performing art, one visual art, and one leadership or service programme annually. These opportunities—debating, performing, innovating at science fairs, or leading student council projects—build communication, resilience, and teamwork, bridging knowing and becoming.
Any interesting inclusion to better learning?
This year, Sunbeam School, Ballia, integrated design thinking into its educational approach, prioritising student-centric learning to foster creativity, critical thinking, and problem-solving. A student project on mosquito repellent secured a patent, and 123 students from Grade 1 onwards published their own books with ISBN numbers, now available for sale online. Our students excelled in CBSE Board Exams, consistently topping the district in Classes X and XII for three years, with placements in top colleges like BHU, Delhi University, and Pune University. They also performed exceptionally in NEET and JEE.
Innovative initiatives included Peer Educators to promote positive behaviour, Kidspreneurship for Class VII to develop problem-solving and financial literacy, and Furtodos School of Music for KG students. Individual achievements included Ms Ayushi Yadav winning the AI Impact Festival at the national level, Ms Shristi Gupta becoming a CBSE AI Student Community Ambassador, and Ms Vaishnavi Gupta securing the ICS Calendar Award. In extracurricular, Ms Saumya Pandey won first place at the MUN in Haridwar, and students excelled in national competitions like the NCSC project and VVM state-level qualifiers.
What are some of the biggest challenges you’ve faced as a principal, and how have you overcome them with your team?
Aligning diverse mindsets towards a shared vision was a significant challenge when I assumed leadership. Integrating technology, such as G Suite-based systems and e-Portfolios, posed difficulties for stakeholders unfamiliar with digital tools. Keeping students engaged amidst modern distractions was another hurdle.
These challenges were overcome through distributive leadership, empowering teachers, student leaders, and parents. Open dialogue, shared responsibility, and a culture of collaboration turned obstacles into opportunities for innovation and growth.
