P S ABARNA

P S ABARNA was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in SURIYAVAN block of BHADOI 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 Government building. It has got 9 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 Partial 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 a library and has 84 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.

P S ABARNA: A Government Primary School in Uttar Pradesh

P S ABARNA, located in the SURIYAVAN block of BHADOI district in Uttar Pradesh, is a government primary school established in 1954. This co-educational school provides education for students from classes 1 to 5, with Hindi as the medium of instruction. The school operates in a rural setting and serves as a vital educational hub for the local community.

The school building is government-owned and comprises nine classrooms in good condition. These classrooms are equipped to facilitate effective learning for the students. While the school lacks an attached pre-primary section, it does have two additional rooms for non-teaching activities and a separate room for the headmaster/teacher. The school’s boundary wall is partially constructed, and unfortunately, the electricity connection is not functional.

Despite the lack of electricity, the school prioritizes the well-being of its students with functional hand pumps providing clean drinking water. Additionally, the school features one functional boys’ toilet and one functional girls’ toilet, ensuring basic sanitation facilities for the children. However, the absence of a playground limits recreational opportunities for the students.

P S ABARNA boasts a library with 84 books, offering students access to educational resources. Notably, the school does not require ramps for disabled children to access the classrooms, indicating a need for improved accessibility. The school also lacks computers and a computer-aided learning lab, highlighting the potential for incorporating technology into the learning environment.

Despite the absence of a computer-aided learning lab, the school prioritizes the well-being of students by providing and preparing meals within the school premises. This ensures a healthy and nutritious meal for all students, promoting their overall development.

The school is managed by the Department of Education and employs a total of four teachers, including two male teachers and two female teachers, dedicated to providing quality education to the students. The school’s academic session commences in April, aligning with the academic calendar in Uttar Pradesh.

Overall, P S ABARNA, while facing challenges in terms of infrastructure and resource availability, plays a crucial role in providing primary education to the students of the local community. The dedicated teachers, the presence of a library, and the provision of meals demonstrate the school’s commitment to offering a supportive learning environment for its students. The school’s management, in collaboration with the Department of Education, can work towards addressing the infrastructure gaps, introducing technology, and improving accessibility to create a more comprehensive and enriching learning experience for the students.