GURU TEGBHADUR KRSH.SAMA.P.V.

GURU TEGBHADUR KRSH.SAMA.P.V. was established in 1992 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PURANPUR block of PILIBHIT district of Uttar 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 N/A 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 Private building. It has got 8 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 a playground. The school has a library and has 20 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Guru Teg Bahadur Krsh. Sama. P.V.: A Comprehensive Profile of a Rural Primary School

Guru Teg Bahadur Krsh. Sama. P.V. is a private, co-educational primary school located in the rural Puranpur block of Pilibhit district, Uttar Pradesh, India. Established in 1992, this school caters to students from classes 1 to 5, offering a Hindi-medium education. Its commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

The school building, a private structure, houses eight classrooms conducive to learning. Supplementing the classrooms are additional rooms designated for non-teaching activities and a dedicated space for the head teacher. While the school lacks a boundary wall and electricity, it compensates with other essential resources.

A significant aspect of the school’s infrastructure is its functional hand pumps, ensuring access to clean drinking water for students. Sanitary facilities are provided through separate boys’ and girls’ toilets, which are both functional.

The school boasts a playground for recreational activities and a library containing 20 books, promoting both physical and intellectual development. Although the school incorporates computer-aided learning, it currently lacks dedicated computers for this purpose.

The school’s dedicated staff comprises three teachers – two male and one female – all contributing to the students’ learning journey. The school’s management is private and unaided, highlighting its reliance on independent funding and community support.

The head teacher, Pratibha Rani, leads the school’s educational endeavors. The school’s location in a rural area underscores its importance in providing educational access to children in underserved communities. The accessibility of the school is ensured by an all-weather road connection, which is crucial for student attendance, particularly during inclement weather.

The school’s academic calendar aligns with the standard academic year, beginning in April. Despite lacking certain amenities such as electricity and a boundary wall, the school demonstrates a strong commitment to providing quality primary education within its resource constraints.

The school’s dedication to education is evident in its well-maintained classrooms, functional facilities, and a dedicated teaching staff. It plays a vital role in providing essential education within its community. Further development and support for the school could significantly enhance its capabilities and contribute to the community’s educational advancement.

The school’s management actively seeks to improve the learning environment. Although it currently does not provide mid-day meals, the availability of essential resources such as clean drinking water, functional toilets, and a library demonstrate a commitment to student well-being.

The absence of computers, while acknowledged, does not diminish the school’s value as a primary educational institution within its community. The presence of computer-aided learning initiatives suggests a proactive approach to incorporating modern teaching methods, and future acquisitions of computers would undoubtedly benefit students.

Future development of Guru Teg Bahadur Krsh. Sama. P.V. could involve securing external funding to address infrastructure limitations. This could include securing electricity, building a boundary wall, and acquiring computers for the computer-aided learning lab. Further expansion of the library’s collection would also significantly enhance educational resources.

By continuing to provide a stable learning environment and engaging its students through quality teaching and essential resources, Guru Teg Bahadur Krsh. Sama. P.V. continues to make a significant contribution to the education and development of children in the rural community it serves. Its modest size and resources are compensated by the dedication of its staff and its commitment to providing a foundation for its students’ future.