In April 2024, ASER Centre facilitated a baseline assessment to understand the foundational learning levels of students at Salma Public School (SPS) in Baghpat district, Uttar Pradesh. Ten teachers from the school were trained on ASER’s basic reading, arithmetic, and English tools, and subsequently assessed almost all 371 students from grades 1 to 5 across these three domains. Findings revealed a gap in foundational learning levels, with a large proportion of children not at grade level. To address these gaps, two interventions were planned and implemented with Pratham: teachers of grades 1 and 2 were trained on play-based pedagogy, and teachers of grades 3 to 5 were trained on the Teaching at the Right Level (TaRL) methodology for delivering remedial instruction. An endline assessment was conducted in April 2025 to gauge changes in foundational learning levels compared to the baseline.

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