MAHARAJ PUBLIC SCHOOL KHERLA

MAHARAJ PUBLIC SCHOOL KHERLA was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MAHWA block of Dausa district of Rajasthan. The school consists of Grades from 1 to 10. 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 Private building. It has got 10 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 doesn’t 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 425 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

Maharaj Public School Kherla: A Comprehensive Overview

Maharaj Public School Kherla, established in 2002, is a private, co-educational school located in the rural area of the MAHWA block in Dausa district, Rajasthan. Operating under private, unaided management, the school provides education from Class 1 to Class 10, following an Others board for Class 10. Hindi serves as the primary medium of instruction. The school’s infrastructure includes a private building with 10 well-maintained classrooms, along with additional rooms for non-teaching activities and a dedicated space for the school administration.

Infrastructure and Resources:

The school boasts a robust infrastructure designed to facilitate learning. A pucca boundary wall ensures security, while a functional playground provides ample space for recreation and physical activity. A library, stocked with 425 books, caters to the students’ reading needs. The availability of tap water ensures access to clean drinking water for all. Furthermore, the school has two functional boys’ toilets and two functional girls’ toilets, addressing the essential sanitation needs of the students. Notably, the school possesses one functional computer for educational purposes, although a dedicated computer-aided learning lab is not currently available.

Staff and Educational Approach:

The school employs a teaching staff of eight male teachers, dedicated to providing quality education to the students. While there is no pre-primary section or pre-primary teachers, the school’s focus remains on providing a strong foundation in primary, upper primary, and secondary education. The school is accessible via an all-weather road, and the academic session commences in April.

Accessibility and Additional Features:

The school’s location in a rural area underscores its commitment to serving the educational needs of the community. While ramps for disabled access are not currently available, the school provides a conducive learning environment. Electricity is available, although it’s not currently functional.

Key Features at a Glance:

• Established: 2002
• Management: Private, Unaided
• Location: Rural, MAHWA block, Dausa district, Rajasthan
• Classes: 1 to 10
• Instruction Medium: Hindi
• School Type: Co-educational
• Building: Private, with 10 classrooms
• Toilets: 2 boys, 2 girls
• Library: Yes (425 books)
• Playground: Yes
• Drinking Water: Tap Water
• Computers: 1
• Male Teachers: 8

Future Development:

The school’s commitment to improvement is evident in its existing infrastructure and resources. Future development might include addressing the non-functional electricity supply, adding ramps for disabled access, and potentially establishing a computer-aided learning lab. The incorporation of a pre-primary section is also a possible area of future expansion.

Conclusion:

Maharaj Public School Kherla plays a vital role in providing education to students in a rural setting. Its dedicated teaching staff and existing infrastructure lay a solid foundation for future growth and enhancement of educational opportunities for the students. With potential improvements in the works, the school continues to be a significant contributor to the educational landscape of the region.