GPS(E) SUHAJNA

GPS(E) SUHAJNA was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in PANAGAR block of JABALPUR district of Madhya Pradesh. 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 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 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 a playground. The school has a library and has 90 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 but not Prepared in School Premises providing mid-day meal.

GPS(E) SUHAJNA: A Rural Primary School in Madhya Pradesh

GPS(E) SUHAJNA, a government-run primary school, serves the rural community of Panagar block in Jabalpur district, Madhya Pradesh. Established in 1997 under the Department of Education, this co-educational institution provides quality education to students from Class 1 to Class 5. Instruction is delivered in Hindi, fostering a strong foundation in the local language.

The school’s infrastructure comprises two well-maintained classrooms, suitable for effective teaching and learning. The presence of a library, stocked with 90 books, further enriches the learning environment. A dedicated playground encourages physical activity and healthy development, while hand pumps provide a reliable source of drinking water. The school building itself is constructed with pucca walls, ensuring durability and safety. To ensure accessibility for all students, ramps are provided for children with disabilities. Separate functional toilets are available for boys and girls.

The school’s operational aspects are managed by two male teachers, who are committed to providing a quality education. The school operates under the Department of Education’s management and follows the academic calendar, with sessions commencing in April. The school building is solely utilized by GPS(E) SUHAJNA and is not used as a shift school. Mid-day meals are provided, although they are not prepared on the school premises.

The school’s location in a rural area underscores its critical role in providing educational opportunities to children who might otherwise lack access. The lack of electricity and computer-aided learning facilities presents challenges, but the school’s commitment to providing a basic education remains evident.

The school’s resources, while limited, are effectively utilized to meet the educational needs of its students. The presence of a library and playground, in addition to the basic infrastructure, demonstrates a commitment to providing a holistic learning experience. The provision of mid-day meals further assists students, ensuring their nutritional needs are addressed alongside their academic progress.

The school’s management under the Department of Education highlights the government’s commitment to providing basic education to rural communities. The school’s dedication to providing a safe and supportive environment for its students is demonstrated by the presence of separate toilets and ramps for students with disabilities. This commitment to inclusivity further underscores the school’s positive impact on the community.

The availability of a functional library and playground within the school premises enhances the learning environment beyond the classroom. These facilities provide students with opportunities for both academic enrichment and recreational activities, thereby contributing to their overall well-being. The school’s location, accessibility, and the dedication of its teachers are all crucial factors in its success.

While the absence of certain amenities like electricity and computers may pose limitations, the school’s infrastructure and resources are effectively utilized to provide a functional learning environment. The school’s success lies in its dedication to delivering quality education despite resource constraints.

GPS(E) SUHAJNA serves as a vital educational institution within its community, providing essential foundational learning for young children. Its continued operation and development are crucial for empowering the next generation. The school’s commitment to providing a supportive and inclusive environment, despite resource limitations, exemplifies its dedication to the community it serves.

The school’s infrastructure, combined with the commitment of its teachers, creates a conducive environment for learning. The provision of mid-day meals and other basic amenities such as toilets and a playground demonstrates a comprehensive approach to student welfare. The continued support and investment in GPS(E) SUHAJNA are essential for its future success in educating the children of the Panagar block.