M.S. GHOTIYA

M.S. GHOTIYA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in KAWARDHA block of KAWARDHA district of Chhattisgarh. 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 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 Government building. It has got 3 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 no playground. The school has a library and has 324 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 Provided and Prepared in School Premises providing mid-day meal.

M.S. Ghotiya Upper Primary School: A Profile

M.S. Ghotiya, a government-run upper primary school, serves the rural community of Kawardha, Chhattisgarh. Established in 2004 under the Department of Education, the school caters to students from classes 6 to 8, providing a crucial link in their educational journey. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

Infrastructure and Resources:

The school boasts a sturdy pucca building, comprising three functional classrooms designed to foster effective learning. While lacking a playground, the school compensates with a well-stocked library containing 324 books, providing students with valuable supplementary reading materials. The school’s commitment to hygiene is highlighted by the presence of separate, functional boys’ and girls’ toilets, ensuring a safe and comfortable learning environment. Reliable hand pumps provide a consistent supply of drinking water, addressing a critical need for the students. Electricity ensures the school operates smoothly, supporting teaching and learning activities.

Teaching and Learning Environment:

With a total of four teachers – two male and two female – the school maintains a healthy student-teacher ratio. Hindi serves as the primary medium of instruction, making education accessible to all students. The school provides mid-day meals, prepared and served on the premises, ensuring that students receive adequate nutrition to support their learning. The school’s management is dedicated to providing a holistic education, combining academic excellence with essential resources.

Academic Focus and Administration:

The school follows the Others board for both class 10th and 10+2, offering a comprehensive curriculum tailored to the needs of the students. Ajay Kumar serves as the head teacher, providing strong leadership and guidance to the school’s staff and students. The school’s co-educational nature promotes inclusivity and fosters a collaborative learning environment, emphasizing equality and opportunity for all students.

Accessibility and Future Growth:

The school is easily accessible via an all-weather road, eliminating barriers to education for the surrounding community. Its rural location underscores the importance of its services in bridging the educational gap in underserved areas. While the school currently lacks computer-aided learning and computers, its commitment to improvement and growth is evident in its well-maintained facilities and supportive environment.

Community Engagement and Support:

The school’s success is also a testament to the community’s commitment to education. The local community and parents play an integral role in supporting the school’s operations and ensuring that students receive the best possible education. This collaborative approach creates a strong sense of community and shared responsibility for the children’s educational well-being.

Conclusion:

M.S. Ghotiya Upper Primary School stands as a beacon of hope and opportunity in the rural landscape of Kawardha. The school’s dedicated staff, well-maintained infrastructure, and commitment to providing quality education make it a vital asset to the community. Its continued success relies on the continued support of the community and the commitment of its educators to nurturing the next generation.