GPS SURJANSAR

GPS SURJANSAR was established in 1999 and it is managed by the Local body. It is located in Rural area. It is located in NOHAR block of HANUMANGARH 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 3 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 Others 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 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.

GPS Surjansar Primary School: A Detailed Overview

GPS Surjansar, a government-run primary school, stands as a vital educational institution in the rural heartland of Rajasthan. Established in 1999, it serves the community under the management of the local body, offering a crucial educational foundation for children in the area. Its location in the Nohar block of Hanumangarh district underscores its role in bridging the educational gap in a geographically dispersed region.

The school’s infrastructure, while modest, caters to the educational needs of its students. The three classrooms, all in good condition, provide ample space for learning. The presence of additional rooms dedicated to non-teaching activities and a separate space for the head teacher further enhances the school’s functionality. A durable “Others” type boundary wall ensures the safety and security of the school premises.

The school’s curriculum focuses on foundational education, offering instruction from Class 1 to Class 5. Hindi serves as the primary language of instruction, aligning with the local context. Two male teachers form the teaching staff, dedicated to providing quality education to the students. The co-educational nature of the school ensures equal opportunities for both boys and girls.

The school’s commitment to student well-being is evident in its provision of mid-day meals, prepared and served on the school premises. This crucial initiative ensures that students receive adequate nutrition, thereby supporting their overall health and academic performance.

While the school lacks certain amenities such as electricity, a library, and a playground, the presence of functional boys’ and girls’ toilets highlights a commitment to basic hygiene and sanitation. The availability of ramps for disabled children demonstrates a proactive approach to inclusivity. The absence of computers and computer-aided learning facilities, however, indicates a potential area for future development and improvement.

The school’s operational structure includes a well-defined management system under the local body, ensuring smooth functioning and accountability. The school’s non-residential nature is aligned with its primary focus on providing quality daytime education.

The accessibility of GPS Surjansar is enhanced by its all-weather road approach, ensuring that students can attend school regardless of weather conditions. The April start to the academic session aligns with the regional academic calendar.

In summary, GPS Surjansar represents a valuable educational resource within its community. Despite certain infrastructural limitations, its commitment to providing basic education, mid-day meals, and a safe learning environment showcases its vital role in the educational landscape of rural Rajasthan.

Future development initiatives could focus on improving facilities such as the introduction of electricity, the establishment of a library, and the incorporation of computer-aided learning, all of which would enhance the overall educational experience for the students. This would help to further strengthen the school’s ability to nurture young minds and empower the next generation.