P MS GFPS DEWANKHEDI

P MS GFPS DEWANKHEDI was established in 2006 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in ASHTA block of SEHORE 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 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 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 doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 100 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.

P MS GFPS Dewankhedi: A Comprehensive Profile of a Rural Primary School

P MS GFPS Dewankhedi, a primary school located in the rural areas of Sehore district, Madhya Pradesh, offers a valuable educational service to the community. Established in 2006, this privately managed, co-educational institution caters to students from Class 1 to Class 8, providing a crucial foundation for their academic journey.

The school’s infrastructure comprises a rented building with eight well-maintained classrooms, ensuring a conducive learning environment for its students. Additional rooms facilitate non-teaching activities, and a dedicated space is provided for the head teacher. A pucca boundary wall ensures the safety and security of the school premises. While the school currently lacks electricity, it boasts a functional library stocked with 100 books and a playground, providing essential recreational and learning resources. The availability of tap water addresses the critical need for clean drinking water. Separate boys’ and girls’ toilets further enhance the school’s facilities.

Academically, the school utilizes Hindi as its medium of instruction, aligning with the local linguistic context. The school employs nine male teachers, dedicated to providing quality education to the students. The school operates under the Pvt. Unaided management model.

The school’s location and accessibility play a significant role in its operational efficiency. Its rural setting, accessible via an all-weather road, enables students from the surrounding areas to attend classes without facing significant transportation challenges. The school’s academic year commences in April, following a standard academic calendar.

Despite the absence of computer-aided learning and a lack of computers, the school prioritizes foundational learning through its dedicated teaching staff and available resources. The school does not provide mid-day meals, highlighting a potential area for improvement and future development.

The school’s management and administrative structure center around a single head teacher, Mr. Surendra Singh, who oversees the daily operations and ensures the smooth running of the institution. The absence of pre-primary classes signifies the school’s focus on primary and upper-primary education.

The absence of ramps for disabled students presents an opportunity for future infrastructural improvement to ensure complete inclusivity. Future development plans might also consider the addition of electricity, computer-aided learning facilities, and perhaps a mid-day meal program.

P MS GFPS Dewankhedi serves as a vital educational institution in its community. Its commitment to providing quality education, despite limitations in infrastructure and resources, underscores the dedication of its staff and the importance of educational access in rural areas. The school’s future development will likely hinge on securing additional resources and addressing existing infrastructural gaps to enhance the overall learning experience.

The school’s success story underlines the need for continued support for rural educational institutions. Investing in infrastructure, technology, and resources will further enhance its capacity to provide quality education and empower students in the community. This, in turn, will contribute to the overall socio-economic development of the region. The school’s dedication and the community’s support are vital to its ongoing success.