GGPS PEER GARHI

GGPS PEER GARHI was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in HASSANPUR block of PALWAL district of HARYANA. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t 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 Government building. It has got 5 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well 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 100 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 Provided but not Prepared in School Premises providing mid-day meal.

GGPS Peer Garhi: A Comprehensive Profile of a Rural Primary School

GGPS Peer Garhi, a government primary school located in the rural Hassanpur block of Palwal district, Haryana, stands as a testament to educational access in rural India. Established in 1995 under the Department of Education, the school serves students from Class 1 to Class 5, offering a co-educational environment. The school’s infrastructure, while modest, provides a functional learning space.

The school building, a sturdy pucca structure, houses five classrooms, ensuring ample space for teaching activities. The presence of a well-maintained playground and a library stocked with 100 books enriches the learning experience beyond the classroom, fostering both physical activity and a love of reading. Access to clean drinking water from a well further enhances the students’ well-being.

Sanitary facilities are provided for both boys and girls, with one functional toilet each, meeting a crucial aspect of hygiene and safety within the school environment. The school’s accessibility is further improved by the provision of ramps for disabled children, demonstrating a commitment to inclusivity. Electricity supply ensures a conducive learning environment, even during evening hours.

The school’s instructional medium is Hindi, catering to the local linguistic needs of the students. The teaching staff consists of six teachers, five male and one female, working collaboratively to impart knowledge. The school’s location in a rural setting, accessible by an all-weather road, makes it convenient for children from the surrounding areas.

The provision of mid-day meals, though not prepared on the school premises, ensures that the students receive proper nutrition. The school functions as a critical component of the local community, providing not just education but also a safe and nurturing space for children’s development.

While the school currently lacks computer-aided learning facilities, its presence indicates a crucial step towards providing foundational education in a rural setting. The robust physical infrastructure, combined with dedicated teachers, sets a strong base for the students’ academic journey.

The school’s operational aspects, including its management by the Department of Education and the commencement of the academic session in April, exemplify its adherence to established educational protocols. The absence of a pre-primary section highlights areas of potential future development and expansion.

The school’s profile showcases its basic but functional educational provisions. The commitment to providing a safe and supportive environment, complemented by the presence of essential facilities, speaks to the dedication of the school towards its students’ educational growth.

GGPS Peer Garhi’s story is representative of many rural schools striving to provide quality primary education. Its success lies not just in infrastructure but also in the dedication of the teachers and the community’s support in ensuring a positive learning environment.

Future growth could include the integration of technology through computer-aided learning and an expansion to encompass pre-primary education, further strengthening its role as a vital educational hub in the rural community.