P.S. BORDENPADA

P.S. BORDENPADA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in DADRA AND NAGAR HAVELI block of DADRA AND NAGAR HAVELI(UT) district of Dadra and Nagar Haveli. The school consists of Grades from 1 to 6. 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. Gujarati 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 No Boundary Wall boundary wall. The school has 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 158 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. Bordenpada: A Rural Primary School in Dadra and Nagar Haveli

P.S. Bordenpada, a primary school located in the rural area of Dadra and Nagar Haveli, India, stands as a testament to the commitment to education in the region. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 6, providing a crucial foundation for their academic journeys. The school’s commitment to quality education is evident in its resources and facilities.

The school’s infrastructure includes two well-maintained classrooms, dedicated spaces for non-teaching activities, and a separate room for the school’s administrative staff. While lacking a boundary wall, the school benefits from a reliable electricity supply, ensuring a conducive learning environment. The provision of hand pumps offers a consistent source of drinking water for students and staff alike. Furthermore, the presence of a playground and a library stocked with 158 books underscores the school’s dedication to holistic child development.

The learning process at P.S. Bordenpada is facilitated by a dedicated team of four teachers, two male and two female, ensuring personalized attention to each student’s needs. Gujarati serves as the medium of instruction, catering to the local linguistic landscape. The school also boasts separate functional toilets for boys and girls, demonstrating a commitment to providing a safe and inclusive environment for all students. The availability of ramps for disabled children further reinforces this inclusive approach, ensuring accessibility for every student.

The school’s commitment to its students extends beyond the classroom. Meals are provided and prepared on-site, addressing the nutritional needs of the students and ensuring they can focus on their studies without the burden of hunger. The school’s location, accessible via an all-weather road, ensures easy access for students and staff alike. The academic calendar follows a standard format, with the academic year beginning in April.

The school’s status as a “Primary with Upper Primary (1-8)” institution highlights its potential for future expansion and its role in serving the educational needs of the community. While currently serving students up to Class 6, the “Upper Primary” designation indicates a potential for growth and expansion to cater to older students in the future.

P.S. Bordenpada’s lack of computer-aided learning facilities and computers represents an area for potential development. While the school presently relies on traditional teaching methods, integrating technology into the curriculum could significantly enhance the learning experience and prepare students for the demands of the modern world. The absence of a pre-primary section also presents an opportunity for future expansion and service to the community.

The school’s management, under the Department of Education, ensures adherence to national educational standards and curriculum guidelines. This institutional support is crucial for the ongoing development and improvement of the school’s facilities and resources.

In summary, P.S. Bordenpada serves as a vital educational institution in the rural heart of Dadra and Nagar Haveli. Despite some limitations, the school’s commitment to providing a nurturing and enriching learning environment for its students is undeniable. The dedicated staff, coupled with available resources like a library and playground, creates a foundation for holistic development. Future improvements and expansions could further enhance its capacity to serve the educational needs of the community.

The school’s location in a rural area highlights the need for continued investment in education infrastructure in underserved communities. By strengthening resources and bridging the technology gap, the school can further empower its students and equip them with the skills they need to thrive. The school serves as a positive example of dedication to education, even within resource constraints.