AQSA PUBLIC SCHOOL

AQSA PUBLIC SCHOOL was established in 1997 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in N. P. BISALPUR block of PILIBHIT district of Uttar Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Private building. It has got 6 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 111 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

AQSA Public School: A Detailed Profile

AQSA Public School, established in 1997, is a private, co-educational institution located in the urban area of N. P. Bisalpur block, Pilibhit district, Uttar Pradesh. Operating as a Pvt. Unaided school, it caters to students from Class 1 to Class 8, offering a primary and upper primary education. The school’s instruction medium is Hindi, fostering a strong foundation in the local language. With a total of three teachers—two male and one female—AQSA Public School provides a focused learning environment. The head teacher, Rahman, leads the school’s dedicated team.

The school’s infrastructure comprises six classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A pucca but broken boundary wall surrounds the premises, indicating a need for maintenance and repair. While lacking electricity, the school ensures access to clean drinking water through functional hand pumps. Separate functional boys’ and girls’ toilets, each with two units, are available on the premises.

Enhancing the learning experience, AQSA Public School boasts a library stocked with 111 books, encouraging a love for reading. The presence of a playground provides a valuable space for recreation and physical activity. The school’s commitment to accessibility is demonstrated by its provision of a playground, although ramps for disabled children are currently not available.

The school operates from a private building, reflecting its independent management structure. Currently, there are no computers available for educational use, and computer-aided learning is not implemented. The school does not provide mid-day meals, an aspect that might be considered for future development.

AQSA Public School’s academic focus aligns with its commitment to providing quality primary and upper-primary education. The school follows an “Others” board for classes 10 and 10+2, reflecting a flexible and adaptable curriculum. The school is easily accessible via all-weather roads, ensuring consistent attendance despite weather conditions. The academic session commences in April, coinciding with the standard academic calendar.

The school’s overall profile showcases its dedication to education within the community. While lacking some resources, the commitment of the teachers and the presence of essential facilities like a library and playground highlight the school’s efforts to provide a well-rounded education. Future improvements in infrastructure, technology integration, and the provision of mid-day meals could further enhance the educational experience for its students.

The absence of computer-aided learning and the need for infrastructural improvements present opportunities for future development and expansion. The school’s management could explore partnerships or funding opportunities to acquire computers, improve the boundary wall, and potentially install electricity. The incorporation of modern technology and resource enhancements would undoubtedly contribute to an enriched and more effective learning environment.

AQSA Public School’s commitment to education in the local community is evident in its long-standing presence. The continued dedication of its teachers and the positive attributes, such as the availability of a library and playground, show a proactive approach to student well-being. Focus on future improvements, including technology integration, infrastructural enhancements, and exploring meal provision, will further solidify its position as a valuable educational institution.

The school’s unique characteristics, such as its reliance on Hindi as the primary instruction medium and its location in an urban setting within a rural district, highlight its role in bridging educational gaps within the community. The leadership’s dedication is apparent, but securing additional resources and strengthening certain aspects of the school’s facilities could further enhance its capacity to serve its students effectively.

In conclusion, AQSA Public School is a significant contributor to the education landscape in its region. By addressing its current limitations and leveraging potential avenues for growth, the school can further enhance its educational offerings and contribute to the development of its community. The ongoing commitment to education, combined with strategic planning and resource acquisition, will position it for continued success and growth.