KAMALA BAL MAN. PUB.UPS SCH. SARDARPURA

KAMALA BAL MAN. PUB.UPS SCH. SARDARPURA was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in JALSU block of JAIPUR district of Rajasthan. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 2 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 160 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Kamala Bal Man Public Upper Primary School: A Comprehensive Overview

Kamala Bal Man Public Upper Primary School, situated in Sardarpura, Rajasthan, is a private co-educational institution established in the year 2000. Operating under private, unaided management, this rural school caters to students from Class 1 to Class 8, offering a primary and upper primary education. Its location in the JALSU block of JAIPUR district makes it easily accessible via all-weather roads.

The school’s infrastructure comprises a private building with eight well-maintained classrooms dedicated to teaching. Additional rooms facilitate non-teaching activities, and a separate space serves as the headmaster’s office. The school is enclosed by a sturdy pucca boundary wall and benefits from a reliable electricity connection. A significant feature is the presence of a library, housing 160 books to enrich the learning experience. Furthermore, a playground provides ample space for recreational activities. The school is equipped with two computers for educational purposes, and ramps ensure accessibility for disabled students.

The school’s academic program is conducted in Hindi, reflecting the local linguistic context. A total of seven teachers, including four male and three female educators, along with two pre-primary teachers, impart knowledge and skills to the students. One dedicated head teacher, Amitab Chawla, leads the school’s administration and academic direction. The school also features a pre-primary section, catering to younger learners. The academic session commences in April, following the standard academic calendar of the region.

The school’s commitment to providing a conducive learning environment is further evidenced by its facilities. Two boys’ toilets and one girls’ toilet ensure sanitary convenience for students. While the school does not currently offer midday meals, the availability of a library and playground contributes to a holistic educational experience. The absence of a computer-aided learning lab indicates potential avenues for future development and enhancement of teaching methodologies.

The school’s rural setting adds a unique dimension to its operational context. The school’s commitment to providing a holistic education, encompassing academics and extracurricular activities, is clearly demonstrated through its available resources and infrastructure. The presence of a library, playground, and adequate toilet facilities indicates a commitment to providing students with a well-rounded educational experience.

Despite the absence of a midday meal program, the provision of a functional library and playground highlights the school’s focus on academic enrichment and physical activity. The school’s management model as a private, unaided institution underscores its independent operational structure and highlights the community’s engagement in educational provision.

The school’s accessibility features, including ramps for disabled students, reflect an inclusive approach to education, ensuring that all students have equal opportunities to access learning resources. The presence of a sufficient number of teachers, including both male and female educators, ensures effective classroom management and individualized attention for students.

The school’s well-maintained infrastructure, along with its dedicated staff, creates a supportive learning environment. The private nature of the school suggests a commitment to quality education, prioritizing student well-being and academic progress within the local community. The readily available infrastructure including classrooms, a library, and playground, contribute to a comprehensive learning environment.

In conclusion, Kamala Bal Man Public Upper Primary School stands as a vital educational institution in the Sardarpura community, providing a foundation for primary and upper primary education in a supportive environment. Its existing resources and commitment to inclusivity demonstrate its dedication to providing quality education to its students. The school’s continued operation, marked by its accessible infrastructure and dedicated staff, ensures a bright future for its students in the years to come. The school’s dedication to quality education and student well-being is a testament to its positive impact on the community.