P.S GULHARIYA SECOND

P.S GULHARIYA SECOND was established in 2011 and it is managed by the Department of Education. It is located in Rural area. It is located in SIDHAULI block of SITAPUR 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 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 Government building. It has got 2 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 Provided and Prepared in School Premises providing mid-day meal.

P.S Gulhariya Second: A Rural Primary School in Uttar Pradesh

P.S Gulhariya Second, a primary school located in the rural area of Sidhauli block, Sitapur district, Uttar Pradesh, stands as a testament to educational access in a remote setting. Established in 2011 under the Department of Education, this co-educational institution provides foundational learning for children from Class 1 to Class 5.

The school’s infrastructure comprises a government-owned building with two well-maintained classrooms dedicated to instruction. Additional rooms cater to non-teaching activities, including a dedicated space for the teacher. The school is enclosed by a sturdy pucca boundary wall, offering a secure learning environment. A functional hand pump provides access to clean drinking water, a vital necessity in rural areas. The presence of both boys’ and girls’ toilets underscores the school’s commitment to inclusivity and hygiene.

While the school lacks an electrical connection at present, it boasts other valuable assets. A playground offers a space for recreation and physical activity, crucial for holistic development. A library, although currently without books, signifies the school’s aspiration towards enriching learning beyond the classroom. Importantly, ramps for disabled children ensure accessibility for all students.

The school’s curriculum is taught in Hindi, catering to the local language needs. The midday meal program, provided and prepared on the premises, addresses the nutritional needs of the students, ensuring their physical well-being supports their academic journey.

With a single female teacher leading the educational efforts, the school prioritizes quality instruction. The absence of a pre-primary section currently means the school focuses its resources on providing a strong foundation in primary education. This focused approach allows for individualized attention and effective learning in the existing classrooms.

The school’s rural setting presents unique challenges, yet its commitment to providing a basic education shines through. The availability of a functional playground and toilets, coupled with the commitment to providing midday meals, highlights the importance placed on the students’ overall well-being.

Despite the lack of computers and computer-aided learning facilities, the school’s dedication to providing quality education in a resource-constrained environment is admirable. The school’s management and its lone teacher demonstrate resilience and commitment to serving the educational needs of the community.

The school’s management by the Department of Education underscores a commitment to public education access. This institution serves as a valuable resource for the community, providing a foundation for the children’s future educational and personal growth.

The presence of a library, even if currently lacking books, reflects an ambition for enhanced educational opportunities. This highlights a future-oriented vision aimed at improving the school’s resources and expanding learning possibilities for the students. Efforts to secure funding for books and other resources would significantly benefit the school and its students.

P.S Gulhariya Second demonstrates that even with limited resources, a commitment to quality education can make a profound impact on the lives of students in a rural setting. It represents hope and opportunity for the children of the Gulhariya community.