GUPS 9BGP-B DEENGARH

GUPS 9BGP-B DEENGARH was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in SANGARIA block of HANUMANGARH district of Rajasthan. The school consists of Grades from 1 to 8. 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 No Boundary Wall 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 a library and has 293 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.

GUPS 9BGP-B Deengarh: A Rural Primary School in Rajasthan

GUPS 9BGP-B Deengarh, a government-run primary school in Rajasthan, India, offers a valuable educational service to the rural community. Established in 2003 under the Department of Education, the school provides a co-educational environment for students from Class 1 to Class 8. The school’s location in the SANGARIA block of HANUMANGARH district places it within easy reach of its students, despite lacking electricity and a boundary wall.

The school’s infrastructure comprises two classrooms in good condition, along with additional rooms dedicated to non-teaching activities and the head teacher. The learning environment is enhanced by the presence of a library, stocked with 293 books, providing students with access to vital resources. Hand pumps supply drinking water, ensuring students have access to clean water throughout the school day. Furthermore, the school features one boys’ toilet and one girls’ toilet, catering to the basic needs of its students. While ramps are available for disabled students, the school lacks a playground and computer-aided learning facilities.

The school’s teaching staff comprises four male teachers and two female teachers, led by Head Teacher RAJENDER VERMA. The total teaching staff of six educators ensures adequate attention to the students’ needs. The instruction medium is Hindi, enabling students to learn in their native language. The school prepares and provides midday meals on the school premises, contributing to the overall well-being of its students.

The school operates within a rural setting, reflecting the local community it serves. The lack of electricity presents a challenge to the school’s operations, though the availability of hand pumps for drinking water and toilets shows a commitment to providing a functional environment. The library offers a valuable supplement to classroom learning, indicating an appreciation for the importance of literacy. The absence of a boundary wall highlights the need for ongoing infrastructural development.

The school’s management by the Department of Education underscores its commitment to providing education to students in the rural community. The lack of computer-aided learning and a playground points to areas for improvement, where the addition of such facilities would enhance the educational experience. The school’s focus on providing a functional and safe learning environment is evident, with appropriate sanitation facilities in place.

The availability of ramps for disabled children demonstrates inclusivity. The absence of a computer lab underscores a need for technological integration within the curriculum. The presence of a well-stocked library reflects a commitment to fostering a love of reading amongst students. The provision of midday meals contributes to the students’ overall health and well-being.

The school’s dedication to providing education in a rural setting is laudable. The presence of a head teacher and a sufficient number of teachers ensures consistent guidance and instruction. The school’s commitment to providing essential facilities like toilets and drinking water indicates a prioritization of student well-being. The lack of certain amenities, however, highlights the need for further development and resource allocation.

The continued support of the Department of Education is crucial for the school’s progress. Investment in infrastructure improvements such as electricity and a boundary wall would greatly enhance the learning environment. The inclusion of computer-aided learning and the creation of a playground would broaden the students’ educational opportunities.

Overall, GUPS 9BGP-B Deengarh serves as an essential educational hub within its rural community. While challenges remain in terms of infrastructure and resource allocation, the school’s dedication to providing education and supporting students’ well-being is clear. Further development and support will strengthen the school’s ability to deliver high-quality education to its students. The school’s commitment to inclusive education is demonstrated by its provision of ramps for disabled students.

The success of GUPS 9BGP-B Deengarh relies on the continued commitment of its teachers, the support of the Department of Education, and the active engagement of the local community. With additional resources and strategic investments, the school has the potential to become an even more effective center of learning for the children of Deengarh. The school’s existing library and the midday meal program are significant positive elements in fostering a productive learning environment.