GMS HARDUA KALA

GMS HARDUA KALA was established in 2001 and it is managed by the Department of Education. It is located in Urban area. It is located in VIJAY RAGHAVGARH block of KATNI district of Madhya Pradesh. The school consists of Grades from 6 to 8. 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 4 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 doesn’t have electric connection. The source of Drinking Water in the school is None 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 62 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 and Prepared in School Premises providing mid-day meal.

GMS Hardua Kala: A Comprehensive Profile of an Upper Primary School in Madhya Pradesh

GMS Hardua Kala, a government-run upper primary school, stands as a vital educational institution in the Vijay Raghavgarh block of Katni district, Madhya Pradesh. Established in 2001 under the Department of Education, the school caters to students from class 6 to class 8, playing a crucial role in shaping the future of the urban community it serves. Its co-educational structure welcomes both boys and girls, fostering an inclusive learning environment.

The school’s infrastructure comprises a sturdy pucca building, housing four well-maintained classrooms dedicated to instruction. These facilities are supplemented by additional rooms used for non-teaching activities and a separate office for the head teacher. A key feature is the presence of a library, stocked with 62 books, and a playground, providing essential recreational spaces for students.

While the school lacks computer-aided learning facilities and an electricity connection, it boasts a functional boys’ and girls’ toilet, ensuring basic sanitation needs are met. The school’s commitment to student well-being is further highlighted by the provision of midday meals, prepared and served on the premises.

The teaching staff consists of three dedicated educators: one male teacher, two female teachers, and a head teacher, Sushma Shrivastev, who leads the school’s educational endeavors. The medium of instruction is Hindi, aligning with the local linguistic context.

The school’s location in an urban setting ensures accessibility, facilitated by all-weather road connectivity. The academic session commences in April, adhering to the standard academic calendar. The school’s management operates under the Department of Education, signifying its commitment to providing quality education within the government framework.

Although the school doesn’t offer a pre-primary section, its focus remains on delivering high-quality upper primary education. The absence of computers and computer-aided learning facilities presents an area for potential future development and enhancement. The lack of drinking water facilities highlights a critical need for improvement in infrastructure.

The absence of ramps for disabled children underscores the necessity for future accessibility improvements to ensure inclusivity for all students. The school’s commitment to providing a safe and conducive learning environment is evident in its provision of separate toilets for boys and girls, as well as a playground for recreation and physical activity.

In summary, GMS Hardua Kala serves as a foundational educational institution within its community. While certain infrastructural improvements and resource additions would further enhance its capabilities, the school’s dedicated teaching staff and basic facilities provide a crucial learning environment for its students.

The school’s management’s dedication to providing a midday meal program showcases a proactive approach to addressing the nutritional needs of its students, contributing to their overall well-being and academic performance. The existing library, despite its relatively small collection, plays a vital role in fostering a love of reading and promoting intellectual curiosity amongst the students.

Future development plans could focus on acquiring computers and establishing a computer-aided learning lab to integrate technology into the curriculum. Addressing the lack of drinking water and installing ramps for disabled access would further enhance the school’s inclusivity and overall functionality, ultimately improving the learning experience for all its students.