GPS DHARAMPURA

GPS DHARAMPURA was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in BALDEWGARH block of TIKAMGARH district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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 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 doesn’t 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 no playground. The school has a library and has 172 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.

GPS Dharampura Primary School: A Comprehensive Overview

GPS Dharampura, a primary school nestled in the rural heart of Madhya Pradesh, India, stands as a testament to the enduring commitment to education. Established in 1952 under the Department of Education, this co-educational institution serves students from classes 1 to 5, providing a foundational education within the Baldewgadh block of Tikamgarh district. The school’s accessibility via all-weather roads ensures that students can attend regardless of weather conditions. The academic year begins in April, following the standard Indian academic calendar.

The school building, a government-owned structure, comprises five well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms catering to non-teaching activities and a dedicated space for the school’s administrative staff. The school grounds are secured by a sturdy pucca boundary wall, ensuring a safe learning environment.

While the school lacks an electricity connection, it maintains access to clean drinking water via a functional well. The provision of sanitary facilities is paramount, with one functional boys’ toilet and one functional girls’ toilet available to students. The school boasts a library, stocked with 172 books, fostering a love for reading and learning beyond the classroom. Ramps for disabled access are present, demonstrating a commitment to inclusivity.

The school’s curriculum is delivered in Hindi, the native language of the region. A total of six male teachers dedicate their time and expertise to educating the students. The school offers a pre-primary section, catering to the youngest learners. The provision of midday meals, prepared and served on the school premises, ensures that students receive proper nourishment.

The school’s commitment to education is further underscored by its substantial library. The presence of a library, stocked with 172 books, illustrates a commitment to nurturing a love for reading and learning beyond the classroom setting.

Importantly, the school is committed to providing a safe and accessible learning environment. The presence of ramps for disabled children underscores this commitment. The school also possesses a functional well as its source of drinking water.

The school’s management is committed to providing a holistic education, with a focus on the academic, social, and emotional well-being of its students. The provision of midday meals prepared on the school premises highlights this commitment to student welfare.

The absence of computers and computer-aided learning facilities presents an opportunity for future development and enhancement of the school’s resources. This could significantly enhance the quality of education and help prepare students for a technologically advanced world.

Despite the lack of certain resources, GPS Dharampura effectively delivers primary education to the children of the rural community. The school’s dedication to its students, demonstrated by its existing resources and infrastructure, indicates a potential for further growth and development with additional support and investment.

In conclusion, GPS Dharampura serves as a vital community resource, providing a strong foundation in education for local children. With its existing strengths and potential for future enhancements, the school plays a critical role in the development of its community.