NPS GARHI

NPS GARHI was established in 1999 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in SHAHPURA block of DINDORI district of Madhya 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 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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 Provided and Prepared in School Premises providing mid-day meal.

NPS GARHI: A Rural Primary School in Madhya Pradesh

NPS GARHI is a government-run primary school located in the rural area of SHAHPURA block in the DINDORI district of Madhya Pradesh. Established in 1999, the school is managed by the Tribal/Social Welfare Department and caters to students from grades 1 to 5. This co-educational institution offers education in Hindi and currently does not have a pre-primary section.

NPS GARHI is accessible by road, making it convenient for students and faculty to reach the school regardless of the weather conditions. The school’s academic session commences in April, following the traditional Indian academic calendar.

The school building, which is government-owned, boasts three well-maintained classrooms for instructional purposes. Additionally, two other rooms serve as spaces for non-teaching activities. There is also a dedicated room for the headmaster/teacher. The school’s boundary wall is made of pucca material but is currently in a broken state.

Despite being located in a rural area, NPS GARHI faces a lack of electricity. The school does not have a functional source of drinking water, posing a challenge for students and staff. However, there are separate toilets for boys and girls, each equipped with one functional unit.

NPS GARHI prioritizes the well-being of its students and provides a mid-day meal prepared within the school premises. The school also features a library, although it currently lacks books. The school has ramps for disabled children to access the classrooms, showcasing its commitment to inclusivity.

While NPS GARHI strives to offer quality education to its students, it faces some challenges. The absence of electricity, computers, and a computer-aided learning lab limits opportunities for modern teaching methods. The lack of a playground also restricts students’ access to physical activity and recreation. Despite these challenges, NPS GARHI remains a vital institution for the local community, providing basic education to children in the rural area.

The school’s dedication to providing meals and ensuring accessibility for disabled students underscores its commitment to the holistic development of its students. The presence of a library, even without books, demonstrates a potential for fostering reading habits and encouraging lifelong learning.

As the school continues to serve its community, it is hoped that future improvements will address the challenges faced by NPS GARHI. Increasing access to resources, such as electricity, computers, and a robust library collection, will enhance the learning experience and equip students with the skills they need to thrive in the 21st century.