OM SAI KIDS TEMPLE FEPARTALHOSHANGABAD

OM SAI KIDS TEMPLE FEPARTALHOSHANGABAD was established in 2005 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in HOSHANGABAD block of HOSHANGABAD district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 7 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 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 a 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 Not Provided providing mid-day meal.

OM SAI KIDS TEMPLE FEPARTALHOSHANGABAD: A Comprehensive Profile of a Primary School in Madhya Pradesh

OM SAI KIDS TEMPLE FEPARTALHOSHANGABAD, a private, unaided primary school, stands as a testament to educational initiatives in the HOSHANGABAD district of Madhya Pradesh, India. Established in 2005, this co-educational institution caters to students from classes 1 to 8, providing a crucial foundation for their academic journeys. Located in an urban setting within the HOSHANGABAD block, the school’s accessibility is ensured by its all-weather road approach. The academic session commences in April, aligning with the typical Indian academic calendar.

The school’s infrastructure comprises a private building, housing seven well-maintained classrooms dedicated to instruction. Additional rooms are available for non-teaching activities, including a designated space for the head teacher. The school is securely enclosed by a pucca boundary wall, creating a safe and defined learning environment. The provision of hand pumps ensures access to drinking water, a vital resource for the students. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet.

The school’s commitment to extracurricular activities is reflected in the presence of a playground, providing ample space for recreational pursuits and physical development. A library is also present, though currently without books, creating an opportunity for future expansion and enrichment of the learning experience. Importantly, the school features ramps for disabled children, ensuring inclusivity and accessibility for all students.

The school’s curriculum employs Hindi as the primary medium of instruction, catering to the local linguistic context. While the school does not offer a pre-primary section or provide midday meals, it strives to provide a strong foundation in basic education.

The absence of computers and a computer-aided learning lab highlights areas for potential future development and improvement, which could enhance the learning experience and prepare students for the increasingly digital world. The school’s management currently operates without electricity, a factor that could impact the quality of teaching and learning, particularly in the evenings or during power outages.

The school’s management structure and staffing details are not explicitly detailed in the provided information; however, the school’s status as a private, unaided institution suggests a unique organizational approach and possibly a different funding model compared to publicly funded schools.

Further information regarding the teaching staff, head teacher, and specific learning programs would provide a more comprehensive understanding of the school’s capabilities and overall educational quality. Despite this, the school clearly plays a significant role in the local community, providing basic education and fostering learning among its student population.

OM SAI KIDS TEMPLE FEPARTALHOSHANGABAD serves as a case study of a small, private primary school in rural India, its strengths and limitations offering insights into the diverse educational landscape of the region. The school’s dedication to providing basic education in a supportive environment showcases the continued efforts towards improving educational access in underserved communities.

The school’s success in providing a basic education within its resource constraints deserves recognition. The absence of certain amenities, however, highlights the need for continued investment and support to ensure that all children have access to quality education, irrespective of their socioeconomic backgrounds. Further investigation into the school’s operations and financial status would provide valuable insights into the challenges and opportunities facing this and similar institutions.