MOTHER T. PS SARHALA KHURD

MOTHER T. PS SARHALA KHURD was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MAHILPUR block of HOSHIARPUR district of Punjab. The school consists of Grades from 1 to 10. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Punjabi 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 60 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 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.

MOTHER T. PS SARHALA KHURD: A Comprehensive Profile of a Rural Punjab School

MOTHER T. PS SARHALA KHURD, a private, unaided co-educational school, stands as a testament to educational commitment in rural Punjab. Established in 2005, this institution serves students from Class 1 to Class 10, offering a comprehensive curriculum leading to the State Board examination for Class 10 and other boards for higher secondary education. The school’s rural location underscores its vital role in providing accessible education to underserved communities.

Instruction at MOTHER T. PS SARHALA KHURD is primarily delivered in Punjabi, reflecting the local linguistic context. The school boasts a dedicated team of eleven teachers, comprising one male and ten female educators, supplemented by three pre-primary teachers. This dedicated faculty ensures a student-teacher ratio conducive to personalized learning and attention. The presence of a pre-primary section further underscores the school’s commitment to early childhood education.

The school’s infrastructure, though modest, serves its purpose effectively. Housed in a rented building, the school comprises eight well-maintained classrooms, ensuring ample space for learning. The school also benefits from having electricity, a pucca boundary wall, and a library stocked with 60 books, fostering a conducive learning environment. The inclusion of ramps for disabled children highlights the school’s commitment to inclusivity and accessibility. Furthermore, the presence of six functional computers is a significant asset, though computer-aided learning is not currently implemented.

Despite its rural setting, the school benefits from accessibility via all-weather roads. The lack of a playground might pose a limitation, but the availability of two functional boys’ toilets and two functional girls’ toilets ensures a hygienic environment. The absence of a midday meal program may present a challenge, highlighting the need for potential community partnerships to address this aspect of student well-being.

The school’s management actively seeks improvements, and the presence of a library suggests a dedication to fostering a love for reading. While the school currently does not offer computer-aided learning, this feature could represent a significant area for future development. The school’s commitment to providing a quality education despite its resource constraints is noteworthy.

The school’s reliance on a rented building and the lack of a midday meal program point to potential areas where support could significantly enhance the learning experience for the students. Partnerships with community organizations or government initiatives could address these needs, improving the school’s overall infrastructure and capacity.

MOTHER T. PS SARHALA KHURD’s dedication to education in a rural setting, despite limited resources, is commendable. The school’s focus on providing quality instruction and creating an inclusive learning environment underscores its positive impact on the community.

The school’s infrastructure, although modest, is functional and adequately supports the educational needs of its students. The provision of ramps for disabled children reflects a commitment to inclusivity, further enhancing the school’s overall accessibility.

The future growth and development of MOTHER T. PS SARHALA KHURD rely heavily on the continued support of the community, parents, and possibly government or non-profit organizations. These partnerships are crucial in ensuring the continued improvement of resources and educational facilities.

In summary, MOTHER T. PS SARHALA KHURD stands as a vital educational institution in a rural setting. Its commitment to providing quality education, despite its resource limitations, demonstrates the dedication of its staff and management. With continued support, the school is well-positioned to enhance its facilities and educational programs, further benefitting the students and the broader community.