N.A.S. PUBLIC SCHOOL

N.A.S. PUBLIC SCHOOL was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHAGATPUR TANDA block of MORADABAD district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A 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 4 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 No Boundary Wall 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 no playground. The school has no 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 Applicable providing mid-day meal.

N.A.S. Public School: A Detailed Profile of a Rural Primary School in Uttar Pradesh

N.A.S. Public School, a private, co-educational institution located in the rural area of Bhagatpur Tanda block, Moradabad district, Uttar Pradesh, provides primary education to students from Class 1 to Class 5. Established in 2009 under the Pvt. Unaided management, the school plays a vital role in the community, offering education in Hindi.

The school’s infrastructure includes four classrooms, all in good condition, and additional rooms for non-teaching activities and the head teacher. While the school building is privately owned, it lacks a boundary wall and electricity. However, it does have access to functional hand pumps providing drinking water, and separate functional boys’ and girls’ toilets. The absence of a playground and library highlights areas for potential improvement.

The school’s teaching staff comprises four teachers: three male and one female, led by Head Teacher Nigat Rarbeen. The school’s curriculum follows the “Others” board for class 10 and 10+2 examinations. It is a non-residential school, and does not offer a pre-primary section or mid-day meals. The school’s rural location emphasizes its role in serving the educational needs of the local community.

The school’s instructional approach uses Hindi as the medium of instruction. The academic year begins in April, aligning with the regional educational calendar. The lack of computers and a computer-aided learning lab points towards opportunities for technological enhancement to enrich the learning experience.

The absence of a boundary wall raises concerns about security and safety. Although the school has toilets, the lack of a playground limits recreational activities. The absence of a library and books further restricts access to diverse learning resources.

Despite these limitations, the school’s dedication to providing primary education in a rural setting is commendable. Its commitment to providing basic facilities such as functional toilets and access to drinking water showcases its commitment to student wellbeing.

The school’s focus on Hindi instruction caters to the local language and cultural context, making education accessible to students. However, the absence of additional facilities presents an opportunity for growth and improvement. Future developments could include the addition of a library, playground, and computer lab to enhance the educational experience.

The school’s reliance on hand pumps for drinking water underscores the need for reliable and sustainable water resources. The availability of separate toilets for boys and girls demonstrates a commitment to gender-inclusive sanitation. However, the absence of ramps signifies a lack of accessibility for students with disabilities.

The absence of a boundary wall could be addressed through community involvement and fundraising initiatives. Similarly, securing electricity connections would greatly enhance the learning environment. The lack of a computer lab and computers presents an opportunity for technological integration.

N.A.S. Public School serves an essential role in providing primary education to the children of its community. Although the school faces several infrastructural challenges, its commitment to education is clear. Improvements in infrastructure and resources could significantly enhance the learning experience for students.

The school’s information highlights both its strengths and areas for potential development. Continued support and investment in the school could contribute to improved educational outcomes and a brighter future for the students. Focusing on providing enhanced resources and facilities would improve the quality of education and contribute to the overall development of the community.