GOVT.P.S.KHERATA (SAMALIYA)

GOVT.P.S.KHERATA (SAMALIYA) was established in 2005 and it is managed by the Local body. It is located in Rural area. It is located in BHIM block of RAJSAMAND district of Rajasthan. 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 Non-Ashram type (Govt.) 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 2 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 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 no playground. The school has no library and has 0 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.

Govt. P.S. Kherata (Samaliya): A Rural Primary School in Rajasthan

Govt. P.S. Kherata (Samaliya), a government-run primary school, serves the rural community of Rajasthan. Established in 2005, this co-educational institution offers primary education from classes 1 to 5, with Hindi as the primary language of instruction. The school’s management falls under the local body, reflecting a community-focused approach to education.

The school’s infrastructure comprises a government building with two well-maintained classrooms dedicated to teaching. While lacking a computer lab or library, the school provides essential amenities, including functional boys’ and girls’ toilets and access to drinking water through hand pumps. The presence of a pucca boundary wall ensures a secure learning environment. Notably, the school provides mid-day meals prepared on the premises, addressing the nutritional needs of its students. The school’s accessibility is enhanced by its location on an all-weather road, making it reachable throughout the year.

The school’s teaching staff consists of one male teacher, dedicated to providing quality education to the students. The absence of computer-aided learning and a library does not detract from the school’s commitment to providing basic primary education. The academic year commences in April, following the standard academic calendar.

The school’s location in the rural area of the BHIM block within the RAJSAMAND district highlights its role in bridging the educational gap in underserved communities. Its simple yet functional facilities underscore a focus on the fundamental aspects of primary education.

The lack of certain amenities, such as a computer lab, library, and playground, presents opportunities for improvement and potential future development. External support and resources could significantly enhance the school’s educational offerings and overall learning environment.

The school’s commitment to providing meals on-site demonstrates a holistic approach to education, recognizing the importance of nutrition in a child’s development. This aspect highlights the school’s dedication to the well-being of its students beyond the curriculum.

The school’s management structure, overseen by the local body, fosters community engagement and participation in the educational process. This collaborative model can contribute to the school’s ongoing success and development.

The school’s adherence to the standard academic calendar, with classes beginning in April, ensures alignment with the broader educational system. This consistency facilitates the integration of students into higher levels of education in the future.

The absence of a pre-primary section indicates a focus on providing primary education within the current capacity. Future expansion could include the addition of a pre-primary section to cater to a wider age group.

The school’s design, with functional toilets and a pucca boundary wall, focuses on safety and hygiene, contributing to a healthy learning environment for students. This dedication to basic infrastructure is crucial in supporting effective learning.

The ramps for disabled children demonstrate a commitment to inclusivity and accessibility. This feature ensures that the school caters to the needs of all students, regardless of physical limitations. The school’s dedication to providing equal educational opportunities for all underscores its commitment to providing quality education to the community.