GMS JATTPURA

GMS JATTPURA was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in NILOKHERI block of KARNAL district of HARYANA. 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 But Broken 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 203 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

GMS JATTPURA: A Rural Upper Primary School in Haryana

GMS JATTPURA, a government-run upper primary school, serves the rural community of NILOKHERI block in KARNAL district, HARYANA. Established in 1995, this co-educational institution caters to students from classes 6 to 8, offering a Hindi-medium education. Its modest infrastructure, while showing signs of age, provides a functional learning environment for its students.

The school’s physical structure comprises a government building with four classrooms, all reported to be in good condition. Supplementing the classrooms are two additional rooms dedicated to non-teaching activities, including a space for the school’s staff. The school is enclosed by a pucca boundary wall, although it’s noted as being in a state of disrepair. Reliable electricity ensures the smooth operation of the school’s facilities.

Clean drinking water is readily available through functional hand pumps, a critical resource for the students and staff. The school also prioritizes accessibility, boasting ramps to ensure inclusive education for students with disabilities. Sanitation is addressed by the presence of one boys’ toilet and two girls’ toilets, all in working order.

GMS JATTPURA boasts a library stocked with 203 books, providing students with essential resources beyond their classroom learning. However, the school lacks a playground, a crucial aspect for physical activity and recreation among the students. Technology integration is limited, with a single functional computer available for educational use, although the school does not currently have a dedicated computer-aided learning lab.

The school is staffed by two female teachers who deliver the curriculum. While the school offers mid-day meals, prepared and served within the school premises, it does not have a pre-primary section. The management of the school falls under the purview of the Department of Education.

The school’s location is accessible via an all-weather road, ensuring smooth commutes for students, teachers, and visitors. Its academic year commences in April, aligning with the regional academic calendar.

GMS JATTPURA, despite its limitations in terms of resources and infrastructure, plays a vital role in providing education to the children of the rural community. The presence of a library, functional toilets and drinking water facilities, and the efforts of its dedicated teachers, speak to its commitment to providing a basic education for its students. Further development and resource allocation would significantly enhance the quality of education provided.

The school’s information, as provided, highlights the challenges and opportunities present in providing quality education in rural areas, underscoring the need for ongoing support and investment in infrastructure and resources to ensure a better learning environment for the students. The dedication of the teachers in this setting is commendable, and increased support would greatly benefit the students and the school.