CHO. PHULMATI BAI SM KAMOD

CHO. PHULMATI BAI SM KAMOD was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GOTEGAON (SHRIDHAM) block of NARSIMHAPUR district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable 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 7 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 Hedges boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 14 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 Applicable providing mid-day meal.

CHO. PHULMATI BAI SM KAMOD: A Comprehensive Profile of a Rural Primary School

CHO. PHULMATI BAI SM KAMOD, a private, co-educational primary school, stands as a vital educational institution serving the rural community of GOTEGAON (SHRIDHAM) in the NARSIMHAPUR district of Madhya Pradesh, India. Established in 2001, this school caters to students from Class 1 to Class 8, offering a crucial foundation for their academic journeys.

The school’s infrastructure is well-equipped to facilitate learning. Housed in a private building, it boasts seven classrooms, ensuring sufficient space for effective teaching. The presence of a library, stocked with 14 books, underscores the school’s commitment to fostering a love for reading. Further enhancing the learning environment is a dedicated playground, offering students the opportunity for physical activity and social interaction. The school’s facilities also include one boys’ toilet and one girls’ toilet, ensuring basic sanitation needs are met. A reliable hand pump provides access to clean drinking water.

The school’s operational aspects are noteworthy. Hindi serves as the primary language of instruction, catering to the local linguistic landscape. The school’s teaching staff comprises eight teachers, a blend of two male and six female educators, along with a dedicated head teacher, Pawan Kumar Jain, providing a supportive and experienced teaching force. The school also features a pre-primary section, catering to younger learners and their developmental needs. While the school does not have computers or a computer-aided learning lab, the presence of a library and a playground demonstrates a balanced approach to education, emphasizing both academic and recreational development.

The school’s physical environment is well-maintained. A hedge boundary wall ensures the safety and security of the students. A reliable electricity supply powers the school’s operations, providing essential lighting and support for teaching aids.

The management structure is private and unaided, highlighting the role of private initiative in supplementing public education efforts in the region. The rural location reflects the school’s crucial role in providing access to education in underserved areas. The school’s commitment to providing a quality education is further emphasized by its dedication to providing a safe, clean, and conducive environment.

Accessibility to the school is facilitated by an all-weather road, ensuring continuous access for students and staff. The school’s academic year begins in April, adhering to the standard academic calendar. The school’s operational model demonstrates adaptability to the local context, providing a vital link between education and the community it serves.

The absence of a computer lab and limited library resources highlights potential areas for improvement. However, the school’s commitment to providing a basic education, coupled with its accessible location and functional facilities, speaks to its importance in the broader context of education access.

The school’s impact on the community is substantial. By providing access to primary and upper primary education, CHO. PHULMATI BAI SM KAMOD empowers students with foundational knowledge and skills, laying the groundwork for future opportunities. The school’s dedication to co-education fosters gender equality and inclusive learning.

Future development could focus on expanding library resources, introducing computer-aided learning, and potentially exploring opportunities for mid-day meals to further support student well-being and academic success. Nonetheless, the school’s current standing is commendable, providing a vital service to the rural community.

In conclusion, CHO. PHULMATI BAI SM KAMOD serves as a beacon of education in a rural setting, providing foundational learning opportunities for its students. While there’s room for growth and enhancement, its current capabilities and commitment to education deserve recognition and support.