KRISHAK P.S PISAWAN

KRISHAK P.S PISAWAN was established in 1984 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PISAWAN block of SITAPUR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 5 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 But Broken 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 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.

KRISHAK P.S PISAWAN: A Detailed Profile of a Rural Primary School

KRISHAK P.S PISAWAN, a private, co-educational primary school, stands as a testament to the commitment to education in rural India. Established in 1984, this institution serves the community of PISAWAN, situated in the SITAPUR district of Uttar Pradesh. The school’s dedication to providing quality education is evident in its infrastructure, teaching staff, and curriculum.

The school’s physical structure comprises a private building with five well-maintained classrooms, ensuring a conducive learning environment for its students. A separate room for the head teacher further contributes to the school’s organizational efficiency. The school boasts a functional playground and a library, although currently lacking books. Access to clean drinking water is ensured through functional hand pumps. Importantly, the school includes ramps for disabled children, facilitating inclusive education. While electricity is available, it is currently not functional, representing an area for potential improvement. The school’s pucca boundary wall, though currently broken, demonstrates a commitment to the safety and security of its students.

The school’s academic focus is on primary education (classes 1-5), using Hindi as the medium of instruction. Three teachers, including one male, one female, and three pre-primary teachers, dedicate their expertise to nurturing young minds. The presence of a pre-primary section highlights the school’s commitment to early childhood development. The head teacher, RAMASANKER, plays a vital role in guiding the school’s operations and ensuring educational quality. The school’s rural location underscores its vital role in providing educational opportunities in underserved areas.

The school’s operational aspects are well-defined. It operates as a non-residential, non-Ashram-type institution, and its academic year commences in April. The school management is privately aided, reflecting the involvement of community stakeholders in supporting its operations. The school is easily accessible via an all-weather road, improving accessibility for both students and staff.

The school’s facilities, while functional, present opportunities for growth. The lack of a functional electricity connection hinders the potential for enhanced teaching methods and extended learning opportunities. Similarly, replenishing the library’s book collection would significantly enrich the learning experience. The broken boundary wall necessitates repair to ensure the continued safety and security of the school.

The absence of mid-day meals represents another area where improvements could be implemented, as a consistent food source is crucial to support student learning.

The school’s strengths are evident in its established infrastructure, dedicated teachers, and inclusive approach to education. Its dedication to providing primary education in a rural setting makes it a crucial component of its community’s social fabric. The presence of a pre-primary section demonstrates a proactive approach to early childhood education, providing a strong foundation for future academic success.

KRISHAK P.S PISAWAN, while facing challenges, showcases the importance of private initiatives in supplementing government efforts to provide quality education in rural regions. The school’s commitment to improving the lives of its students through education makes it a valuable asset to the community. The details provided reveal a comprehensive overview of a school committed to providing basic education while simultaneously highlighting the need for future improvements and support.