KAMALDEEP CHILDREN ACADEMY MAYYAR

KAMALDEEP CHILDREN ACADEMY MAYYAR was established in 2010 and it is managed by the Unrecognised. It is located in Rural area. It is located in HISAR-I block of HISAR district of HARYANA. 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 Rented building. It has got 9 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 Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has no playground. The school has a library and has 189 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Kamaldeep Children Academy Mayyar: A Comprehensive Profile

Kamaldeep Children Academy Mayyar, established in 2010, is an unrecognised co-educational primary school located in the rural area of Hisar district, Haryana. Serving students from Class 1 to Class 8, the academy offers a Hindi-medium instruction, fostering a strong foundation in the local language. The school’s commitment to education is evident in its dedicated team of 15 teachers—8 male and 7 female—along with 2 additional pre-primary teachers and a single head teacher, Sushil Kumar. The academy operates from a rented building, equipped with nine well-maintained classrooms and additional space for non-teaching activities.

Infrastructure and Resources:

The school’s infrastructure includes a pucca boundary wall, ensuring a safe and secure environment for students. Reliable electricity and access to tap water further enhance the learning environment. A well-stocked library with 189 books provides essential learning resources beyond the classroom. While a playground is absent, the academy prioritizes providing a conducive space for academic learning. Furthermore, three functional computers support teaching and learning, though computer-aided learning is not currently implemented. The academy also boasts separate functional toilet facilities for boys (two) and girls (three).

Academic Focus and Management:

The school’s academic focus is on providing a comprehensive primary and upper primary education (Classes 1-8). The absence of a designated meal program, as noted in the school’s profile, suggests a potential area for future development. The school’s management structure is characterized as unrecognised, indicating a potential for future recognition and improved resource allocation. The academy does not offer higher secondary education (Classes 10 or 12). It operates as a non-residential school and has not relocated to a new site.

Accessibility and Inclusivity:

While the academy strives to provide a comprehensive education, the lack of ramps for disabled children highlights an area needing attention for improved inclusivity. Efforts towards making the school fully accessible to students with disabilities would further enhance its commitment to equitable education.

Community Engagement and Future Aspirations:

The school’s location in a rural area underscores its role in providing essential educational services within the community. The dedicated teachers, ample classroom space, and existing resources demonstrate a commitment to the students’ academic growth. Future development plans might include incorporating computer-aided learning, establishing a playground, and seeking formal recognition to secure further support.

Contact Information:

While the provided data lacks contact details such as phone number and email address, this information can likely be obtained through local authorities or community networks within the Hisar district.

Conclusion:

Kamaldeep Children Academy Mayyar plays a crucial role in providing primary and upper primary education in a rural setting. Its dedication to quality teaching, despite its challenges, highlights its commitment to the students’ well-being and academic success. Further development and resource allocation could enhance its capacity to serve the community even more effectively. The school’s commitment to education within a resource-constrained setting makes it a noteworthy example of resilience and dedication to the educational advancement of its students. Improving accessibility and securing formal recognition remain key priorities for the school’s continued progress.