K K PUBLIC SCHOOL BALWA

K K PUBLIC SCHOOL BALWA was established in 2007 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHAMLI block of SHAMLI (PRABUDH NAGAR) 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 4 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 a 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 Not Provided providing mid-day meal.

K K Public School Balwa: A Comprehensive Overview

K K Public School Balwa, established in 2007, is a private, co-educational primary school located in the rural area of Shamli block, Shamli (Prabudh Nagar) district, Uttar Pradesh. The school caters to students from Class 1 to Class 5, offering instruction primarily in Hindi. Its management is classified as Pvt. Unaided, signifying its independent operational structure. The school’s infrastructure includes a pucca building, four classrooms, and a functional playground. The presence of a library, although currently without books, highlights the school’s commitment to learning beyond the classroom. Access to clean drinking water is provided through hand pumps, ensuring the students’ well-being.

Infrastructure and Facilities: The school’s physical structure is robust, boasting a pucca boundary wall and a reliable electricity supply. Separate functional toilets are available for boys and girls, ensuring gender-appropriate sanitation facilities. The inclusion of ramps for disabled children underscores the school’s commitment to inclusivity. The availability of a dedicated room for the head teacher reflects a structured administrative system.

Teaching Staff and Curriculum: The school employs a total of two teachers – one male and one female. These dedicated educators facilitate learning across the primary school curriculum (Classes 1 to 5). The absence of pre-primary classes and a pre-primary section aligns with the school’s focus on primary education. The school follows an educational board categorized as “Others” for both Class 10 and 10+2 examinations, suggesting a unique curriculum or affiliation with a non-mainstream board.

Accessibility and Location: Conveniently accessible via an all-weather road, the school’s rural location serves the immediate community. The school’s academic session commences in April, following the standard academic calendar of the region.

Key Features Summarized:

• Establishment Year: 2007
• Management: Pvt. Unaided
• Location: Rural area, Shamli block, Shamli (Prabudh Nagar) district, Uttar Pradesh
• Grades Offered: 1 to 5
• Instruction Medium: Hindi
• School Type: Co-educational
• Building Type: Private, Pucca
• Classrooms: 4
• Toilets: Separate for boys and girls
• Drinking Water: Hand Pumps
• Playground: Yes
• Library: Yes (currently without books)
• Ramps for Disabled: Yes
• Total Teachers: 2 (1 male, 1 female)
• Meals Provided: No

Community Engagement: The school’s presence in a rural setting signifies its crucial role in providing education to children in the area. Its accessible location and basic amenities contribute positively to the community’s educational landscape.

Future Development: While the school currently lacks computers and a computer-aided learning lab, the potential for future technological integration could significantly enhance the educational experience. Expansion of the library’s collection and the inclusion of a midday meal program could further improve the students’ learning environment and well-being.

Conclusion: K K Public School Balwa serves as a vital educational institution in its rural community. Its focus on primary education, combined with its basic infrastructure and dedicated teaching staff, provides a foundation for the educational development of local children. Continuous improvements in facilities and resources could further elevate the school’s standing and enhance its positive impact on the community.