GPS NO-I FATEHABAD

GPS NO-I FATEHABAD was established in 1956 and it is managed by the Department of Education. It is located in Urban area. It is located in FATEHABAD block of FATEHABAD district of HARYANA. 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 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 594 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 NO-I FATEHABAD: A Comprehensive Profile of a Haryana Primary School

GPS NO-I FATEHABAD, a government primary school located in the urban area of Fatehabad district, Haryana, stands as a testament to the commitment to primary education in the region. Established in 1956 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, also offering a pre-primary section. Its instruction medium is Hindi, reflecting the local linguistic landscape. The school’s operational functionality is supported by a readily accessible all-weather road, ensuring convenient access for students and staff.

The school’s infrastructure comprises a government-provided building housing four well-maintained classrooms, conducive to effective learning. The presence of a separate room for the head teacher further enhances administrative efficiency. The school’s physical security is ensured by a pucca boundary wall, offering a safe and secure learning environment for the students. A reliable electricity connection supports the school’s day-to-day operations. The availability of tap water addresses the essential need for clean drinking water within the school premises. Furthermore, the presence of both boys’ and girls’ toilets underlines the school’s commitment to providing gender-inclusive sanitation facilities.

The school’s extracurricular facilities are equally well-developed. A spacious playground offers opportunities for physical activity and recreation, vital for the holistic development of children. A library stocked with 594 books provides access to a wealth of reading material, fostering a love of learning and knowledge. The midday meal program, where meals are prepared and served within the school premises, ensures that students receive proper nourishment, supporting their concentration and academic performance.

The teaching staff consists of three educators – one male and two female teachers – dedicated to providing quality education to the students. Their efforts are further supported by the school’s management commitment. The absence of computers and a computer-aided learning lab highlights an area where potential improvement could be explored to integrate technology into the curriculum. However, the school’s strong fundamentals in core areas of infrastructure, staffing, and student welfare serve as a solid base for future development.

The school’s academic calendar aligns with the regional standard, commencing its sessions in April. Its location within the urban setting presents both opportunities and challenges. While access to amenities might be easier, addressing the specific educational needs of an urban student population requires focused attention. The lack of ramps for disabled students also points to an area where accessibility could be improved.

In summary, GPS NO-I FATEHABAD is a functional and well-maintained primary school offering essential educational services within the Fatehabad community. Its solid infrastructure, dedicated teaching staff, and provision of key amenities ensure that students receive a solid foundation in their early years of schooling. While there’s room for improvement in certain areas, the school’s overall strength lies in its commitment to providing a safe, supportive, and enriching educational environment for its students.

The school’s commitment to providing a nutritious midday meal underlines its dedication to holistic student well-being. This crucial element contributes significantly to students’ ability to concentrate in class and participate actively in learning activities. The provision of this meal contributes to reducing inequalities in access to nutrition and supports better academic outcomes for all students.

The school’s library, with its collection of 594 books, plays a significant role in fostering a culture of reading and learning beyond the curriculum. Access to a variety of books helps students develop their literacy skills, broaden their horizons, and stimulate their imaginations. The library resource is a valuable asset that enhances the overall learning experience.

The dedicated teaching staff forms the backbone of the school’s success. The presence of both male and female teachers ensures a diverse and inclusive learning environment. Their collective experience and dedication contribute significantly to the quality of education delivered to the students, nurturing their individual talents and potential.

The school’s location in an urban setting presents unique opportunities for integrating community resources and partnerships to further enhance the educational experience. Collaboration with local organizations, libraries, and businesses could provide enriching opportunities for the students and strengthen the school’s connection to the community.

The absence of computers and computer-aided learning facilities presents an opportunity for future development. Integrating technology into the curriculum could significantly enhance the learning experience, providing students with valuable digital literacy skills and access to a wider range of learning resources. This could be a future focus area for the school’s development.