A testimonial page is a list of quotes. This is not a testimonial page.
This is a collection of parent stories, grouped by the specific doubt that almost stopped them from enrolling, and what they found on the other side of that doubt. Because the question a parent has before booking is always more specific than a five-star rating can answer.
“My child is not a tech person” is a specific doubt. It deserves a specific answer from a parent who had the same doubt. “Will this be worth the time?” is a specific worry. It deserves a response from a parent who spent the time and can now report what it produced.
Here are those stories.
For the Parent Who Worried: “My Child Is Not a Tech Person”
Aruna’s son Karthik was nine years old when she enrolled him at Chitti Future School. He was, in her words, “a cricket child.” Sports, friends, outdoor activities. Computers were something he used for YouTube, not something he had ever shown interest in building with.
“I enrolled him mostly because everyone said coding was important and I did not want him to be behind,” she said. “I genuinely expected him to sit through the sessions and not really connect with it.”
What happened instead: Karthik discovered that making a character navigate a maze was, to him, indistinguishable from strategy. The same thinking he applied to cricket tactics, the anticipation of obstacles, the planning of movement, applied directly to programming a character through a maze. The Scratch interface was different. The thinking was the same.
By Week 4, he was designing the hardest maze he could build, specifically to challenge his friends. He had become a designer. Not a tech person in the way his mother had imagined. A maker, who happened to be making with code.
“I stopped calling him not-a-tech-person somewhere around Week 5,” Aruna said. “He had clearly become something I did not have a word for yet. Just a child who liked to build things and had finally found something worth building.”
For the Parent Who Worried: “Will This Produce Real Skills or Just Screen Time?”
Deepak enrolled his daughter Meera at Chitti Future School
with explicit skepticism. “I told my wife, if this is just another screen class with a fancy name, we are out after the first month.”
What he was watching for: whether Meera was consuming or creating. Whether she was following instructions or making decisions. Whether she came home having done something or having watched something.
“The difference was visible by Week 2,” he said. “She was explaining to me how she fixed something that had not worked. Not what the teacher showed her. What she had figured out herself. The language was completely different.”
By the end of the course, Meera had built six working projects and could explain the logic behind each one clearly enough that Deepak, who has a background in engineering, was genuinely impressed by the sophistication of her conditional logic.
“The screen time produced real skills,” he said. “I was wrong to be skeptical. I am glad I stayed for the first month.”
For the Parent Who Worried: “My Child Is Too Shy to Participate”
Priya enrolled her son Anand at Chitti Future School knowing that group settings were difficult for him. He was the child who did not raise his hand. Who worked quietly and waited for the teacher to come to him rather than calling for help.
“I was worried he would sit through sessions without engaging, too shy to ask questions and too proud to admit he was stuck,” she said.
What she found: the Scratch environment was, unexpectedly, ideal for a shy child. The work is done on screen. The progress is visible in the project rather than in classroom participation. Anand did not need to raise his hand because the facilitator watched each child’s project and came to him when he was stuck, without requiring him to announce his difficulty.
“He thrived,” Priya said. “In the quietest possible way, which is the way he does everything. By the end of the course, he was explaining his projects to other children. Not because anyone asked him to. Because he was proud of them and had something to say.”
The shyness did not disappear. The confidence arrived alongside it. Not the performed confidence of a child who learned to raise their hand. The genuine confidence of a child who had built things worth being proud of.
For the Parent Who Worried: “Is This Worth the Cost?”
Vijay enrolled his daughter Divya with the specific, practical question that most Indian middle-class parents have but fewer
admit to: “Is this worth the money compared to what else we could spend it on?”
His comparison point was a premium tuition class at approximately three times the cost of Chitti Future School’s program. The tuition produced better marks on familiar content. He wanted to know what the Scratch course produced.
“By the end of the course, I had an answer,” he said. “The tuition improved her marks on the chapters it covered. The Scratch course changed how she approached every problem she encountered. The marks improvement was subject-specific. The thinking change was general.”
He described a specific incident three months after the course ended. Divya encountered a maths problem she had not seen the format of before. Rather than waiting for him to help or giving up, she broke it into smaller parts, tried an approach, found it did not work, identified why, and tried a different approach. She got it right on the second attempt.
“I asked her where she learned to do that,” he said. “She said she did not learn it anywhere. She just does it that way now.”
For the Parent Who Worried: “My Child Will Get Bored After the First Few Sessions”
Lakshmi’s son Rohan had a history of starting things and losing
interest. Art classes: three weeks. Guitar: five weeks. A pattern that had made Lakshmi cautious about committing to new programs.
“I booked the demo with the specific expectation of it lasting a month,” she said. “I was ready to not renew.”
What kept Rohan engaged past the first month: the projects got harder as he got better. The maze project that felt challenging at Week 3 would have felt too easy at Week 8. The curriculum was always slightly ahead of where he was, which is the condition that produces sustained engagement in children who lose interest when things become too easy.
“He finished the course,” Lakshmi said. “He has never finished a course before. I do not entirely understand why this one was different. But I watched him work on his storytelling project for a full Saturday afternoon without anyone reminding him that it was there. I do not know what to call what changed. I just know something did.”
Vishnu, a student at Chitti Future School, had parents who recognised exactly what Lakshmi described. A child who had
never finished something before. Who went on, after Chitti’s program, to attend an ISRO Workshop because the thinking and confidence built through a coding curriculum had made him a child that ISRO-level opportunities were designed for.
His parents did not plan for ISRO. They planned for one course that would hold their child’s attention. Chitti delivered both.
