AMEYAA EDUCATIONAL ADVISORY
A School Advisory Firm Focused on School Transformation and Institutional Excellence
Ameyaa helps schools build high-performing learning environments through strong leadership, well-designed institutional systems and excellent teaching, so that growth is sustained and student outcomes improve year after year.
WHO WE ARE
Ameyaa is a strategic consulting practice focused on school transformation, leadership development, institutional systems design, and new school establishment for high-performing, future-ready schools. We partner with school leaders, boards, and founders across our core areas of expertise: IB Authorization Consultancy, IB Programme Consultancy, Curriculum Architecture for National Curriculum Schools, School Transformation and Institutional Design, School Audit, School Leadership Development, and New School Development Advisory.
Our work spans both international curriculum schools (IB, Cambridge) and national curriculum schools (CBSE, ICSE, State Boards), school groups, educational foundations, and governing boards, each engagement shaped by the specific context and ambitions of the institution we are working with.
PURPOSE
Vision & Mission
Vision
To be the partner that school founders and boards turn to when they want excellence that outlasts the people who built it.
Mission
We work with school founders, boards and leadership teams to close the gap between what a school intends and what actually happens in its classrooms, building the leadership, teaching and institutional systems that make its ambitions real every day.
We are committed to advancing education by:
Enabling leadership that inspires purpose, integrity, and long-term impact
Designing learning environments that nurture inquiry, creativity, and deep understanding
Strengthening school systems that ensure equity, consistency, and sustained excellence
Supporting schools in preparing learners for global citizenship and lifelong learning
HOW WE THINK
Our Philosophy
Sustained school excellence does not come from isolated programmes or short-term interventions. It comes from design: leadership, teaching, systems and culture deliberately built to work together. We see schools as complex organisations whose results depend on how these elements interact. And we believe a school’s quality should live in its structures, not depend on the people who happen to be there at any given time. That is what we mean by excellence by design, not by chance.
Alignment Drives Performance
Improvement is sustained when leadership, teaching practices, and institutional systems are aligned around a clear purpose.
Leadership is the Key Lever
The quality of leadership determines the direction, coherence, and effectiveness of the institution.
Teaching is Central to Outcomes
The most significant driver of student learning remains the quality of classroom instruction.
Systems Enable Consistency
Robust institutional systems ensure that quality is not dependent on individuals, but embedded across the organisation.
Improvement Must Be Continuous
Schools must develop the capacity to reflect, adapt, and improve over time.
Culture Determines What Endures
Strategies and systems only take root when the culture of the institution sustains them.
Through this approach, schools move from initiative-driven change to system-driven excellence.
LEADERSHIP
Meet Ameyaa Founders
Purshottam Vashist
MSc, BEd, PGDBM, CSML
Founder and Principal Consultant, Purshottam Dutt Vashist is an education strategist and school development consultant with over 26 years of leadership experience across India and the Middle East. As the founding principal of Delhi's first IB Continuum school, he led three programme authorisations from the inside, PYP, MYP, and DP, across a seven-and-a-half-year journey of building genuine programme quality from the ground up. As an active member of the IB Educator Network serving as Authorisation Consultant, Evaluation Leader, and Visit Team Leader across the Asia-Pacific region, he has since supported two further schools through successful authorisation. Five authorisations. Three programmes. The experience of preparing a school for an authorisation visit and the experience of conducting one.
His expertise in school transformation is grounded in extensive experience with inspection and evaluation frameworks, including leading high-stakes inspections in the UAE and working closely with UAE Ministry of Education and KHDA school inspection frameworks. As part of the International Baccalaureate Educator Network (IBEN), he serves as an Evaluation Leader, Authorization Consultant, and Visit Team Leader, with deep expertise in IB Programme Standards and Practices (PSP 2014 and PSP 2020), supporting schools across the Asia-Pacific region in programme development, authorization, and continuous improvement.
Through Ameyaa, he works with school leaders, founders, and institutions across new school development and institutional design, academic and operational systems, leadership capacity building, and whole-school improvement and transformation. This work is strengthened by the Ascend whole-school curriculum architecture and a set of proprietary frameworks developed through years of application, testing, and refinement, including ASEF, EVOLVE, and SERVE, which together provide a whole-school approach to institutional excellence across curriculum, assessment, student development, teacher growth, and leadership quality.
His approach is thoughtful, systems-driven, and grounded in practice — focused on aligning vision, strengthening structures, and developing people to build institutions that endure.
Ritu Badia Vashist
MEd, MA-English, CiSELT
Ritu Badia Vashist is Co-Founder and Principal Consultant for Curriculum, Teaching and Learning of Ameyaa Educational Advisory, bringing more than 30 years of experience in curriculum development, teaching and learning, and school leadership. She has served as Headmistress, Head of Primary, and as Head of Department for English across the whole school, leading teams through the years in which a child’s foundations for learning are laid and strengthening instructional practice at every stage she has led.
Ritu has worked closely with the Central Board of Secondary Education (CBSE) as a Head Examiner for Class XII Board evaluations and as a CBSE Resource Person, leading the Board’s capacity-building workshops for teachers. This work has given her direct insight into how academic standards are set, taught and assessed. Her engagement with both CBSE and IB Diploma Programme workshops gives her a working understanding of national and international curriculum frameworks alike. She holds postgraduate qualifications in English and Education and the British Council’s Certificate in Secondary English Language Teaching (CiSELT).
At Ameyaa, Ritu leads work on curriculum design, teaching and learning, and assessment, with particular depth in the foundational and middle years. She works with school leaders and teachers to turn academic intent into consistent classroom practice so that what a school plans is what its students actually experience.
Together, Purshottam and Ritu bring more than five decades of school leadership across international and national curricula. One has built and evaluated IB schools from both sides of the authorization table; the other has spent three decades strengthening curriculum, assessment and classroom practice within CBSE. That combination shapes everything Ameyaa does. It is why our vision is genuine excellence for every child on any curriculum, why our mission is to build that excellence into how a school operates rather than leave it to chance, and why our expertise reaches from the boardroom to the classroom.
WORKING WITH AMEYAA
How We Work
01
Honest
Judgement
We tell schools what we see, including what is uncomfortable to hear. And if Ameyaa is not the right fit for a problem, we say so.
These are not aspirations. They are how we work in every engagement, from the first conversation to the day the school no longer needs us.
Four commitments that shape every engagement.
02
Context Before Prescription
We understand a school’s history, people and constraints before recommending anything. No two engagements look the same, because no two schools are the same.
03
Capability, Not Dependency
Our work succeeds when the school no longer needs us. We build the knowledge, leadership and systems that stay with the school after we leave.
04
Evidence Over Opinion
Our recommendations rest on what we observe in classrooms, documents and data, not on assumptions or a pre-packaged model.