HOLLY ANGEL JHS LAKSAR

HOLLY ANGEL JHS LAKSAR was established in 2006 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in LAKSAR block of HARDWAR district of Uttarakhand. The school consists of Grades from 6 to 8. 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 Rented building. It has got 7 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 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Holly Angel JHS Lakshar: A Comprehensive Profile of an Upper Primary School in Uttarakhand

Holly Angel Junior High School (JHS) Lakshar, established in 2006, is a private, unaided co-educational institution located in the urban area of Lakshar block, Haridwar district, Uttarakhand. This upper primary school caters to students from classes 6 to 8, offering a Hindi-medium education. Its location ensures accessibility via all-weather roads, making it convenient for students and staff alike. The school’s academic year commences in April, following the standard academic calendar for the region.

The school operates from a rented building, equipped with seven well-maintained classrooms dedicated to teaching and learning. In addition to the classrooms, the school features two rooms designated for non-teaching activities and a separate office for the head teacher. The school’s infrastructure includes a pucca boundary wall, ensuring the safety and security of students and staff. A reliable electricity supply powers the school’s facilities, supporting both teaching and administrative functions.

The school’s commitment to student well-being is evident in its provision of functional hand pumps for clean drinking water. Separate and functional toilet facilities are available for both boys and girls. A dedicated playground provides a space for recreational activities and physical development, contributing to the holistic development of the students. While the school lacks a library, it utilizes one computer for teaching and learning, further enhanced by a computer-aided learning lab. The school’s management prioritizes a safe and conducive learning environment.

Holly Angel JHS Lakshar is led by Head Teacher SMT. Somati Gautam, supported by a team of four teachers—one male and three female. The school’s management structure ensures effective administration and curriculum delivery. The school’s commitment to quality education is evident in its adherence to standards and its well-maintained facilities. The school’s urban location and accessible infrastructure contribute to its overall appeal and accessibility.

The school’s academic structure aligns with the upper primary curriculum, focusing on delivering quality education to its students. The “Others” designation for the board for class 10 suggests a flexible approach to curriculum delivery. The lack of a pre-primary section and the absence of a midday meal program are key aspects to note. The school’s commitment to its students’ well-being extends beyond academics, evidenced by the provision of a playground and clean drinking water.

Holly Angel JHS Lakshar’s commitment to technology is demonstrated by the presence of a computer and a computer-aided learning lab, signifying its efforts to integrate modern teaching methods. The school’s use of Hindi as the medium of instruction reflects the local linguistic context and aims to make education accessible to all students. The school’s location in an urban setting provides access to various resources and facilities.

The absence of ramps for disabled children highlights a potential area for future improvement in accessibility. The school’s management style, being private and unaided, emphasizes its reliance on private funding and autonomous operation. The school’s infrastructure and resources reflect its commitment to providing a functional learning environment within its resource constraints.

The school’s geographical location in the Haridwar district of Uttarakhand places it within a region known for its cultural richness and educational opportunities. The school’s commitment to quality education, despite its resource limitations, is commendable. The presence of a dedicated head teacher and a supportive teaching staff contributes to the overall effectiveness of the school.

In conclusion, Holly Angel JHS Lakshar is a functional upper primary school that serves its community. While it faces challenges regarding resources and infrastructure development, its commitment to providing quality education in a safe and supportive environment is evident. The school’s management demonstrates a commitment to student well-being and academic excellence within the limitations of its resources. Further development in areas such as library facilities and accessibility for disabled children would further enhance its services.

The school’s profile provides valuable insights into the educational landscape of Uttarakhand and highlights the challenges and successes of private, unaided schools in the region. The information shared emphasizes the school’s strengths and areas for potential improvement, making it a valuable resource for parents, educators, and researchers interested in understanding the complexities of education in rural and urban contexts within the state.