OSN KHADEE

OSN KHADEE was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in NARENDRANAGAR block of TEHRI GARHWAL district of Uttarakhand. The school consists of Grades from 1 to 5. 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. 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 Rented 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 Pucca boundary wall. The school has 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 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 Provided providing mid-day meal.

OSN Khadee Primary School: A Comprehensive Overview

OSN Khadee, a primary school located in the rural area of NARENDRANAGAR block, TEHRI GARHWAL district, Uttarakhand, India, offers a valuable educational service to its community. Established in 2000, this privately managed, co-educational institution provides education from Class 1 to Class 5, with an additional pre-primary section catering to younger learners.

The school’s infrastructure comprises a rented building with four classrooms, all in good condition, ensuring a suitable learning environment for its students. The school’s commitment to hygiene is evident in its provision of two functional boys’ toilets and two functional girls’ toilets. Adding to its appeal is a dedicated playground, offering children a space for recreation and physical activity.

Instruction at OSN Khadee is primarily conducted in Hindi, reflecting the local linguistic context. The school’s faculty consists of three teachers: two male and one female, along with a dedicated pre-primary teacher and a head teacher, Rajendra Singh Negi. The school’s management is private and unaided, indicative of its commitment to providing education independently.

The school’s facilities include a reliable tap water source for drinking water, and electricity ensures a conducive learning environment, even during evening hours. The presence of a pucca boundary wall adds to the school’s security and overall safety for its students.

OSN Khadee is characterized by its accessibility via an all-weather road, facilitating easy commute for students and staff alike. The academic year at the school commences in April, following the standard academic calendar. The school, however, does not offer mid-day meals, and there is no computer-aided learning lab or library present.

The school’s adherence to educational standards is highlighted by its affiliation with the ‘Others’ board for Class 10 and Class 10+2. This affiliation indicates the school’s commitment to providing a quality education that aligns with the relevant state-level curriculum.

The school’s dedication to inclusive education is evident in its commitment to serving students from Class 1 through 5 and its inclusion of a pre-primary section. The absence of ramps for disabled children, however, indicates an area where improvements could be made to enhance accessibility for all students.

Despite lacking certain amenities like a computer lab and library, OSN Khadee plays a critical role in providing primary education to the rural community it serves. The school’s commitment to education, as demonstrated by its experienced teaching staff and basic yet functional infrastructure, makes it a significant educational institution in the region. Continued improvements and support could further enhance the school’s capacity to provide even better educational opportunities for its students.

The school’s location in a rural setting underscores the importance of its contribution to bridging the educational gap in underserved areas. Its private management model highlights the role of private initiatives in supplementing government efforts to provide quality education to all. Future development could focus on improving its facilities and providing additional resources.