P.S. HALOO KHEDI

P.S. HALOO KHEDI was established in 1981 and it is managed by the Department of Education. It is located in Rural area. It is located in TARANA block of UJJAIN district of Madhya 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 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 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 doesn’t have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 50 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. HALOO KHEDI: A Rural Primary School in Madhya Pradesh

P.S. HALOO KHEDI, a government-run primary school, serves the rural community of TARANA block in UJJAIN district, Madhya Pradesh. Established in 1981 under the Department of Education, this co-educational institution provides education for students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and existing facilities.

The school’s infrastructure comprises two well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a designated space for the teachers. While the school lacks a boundary wall and electricity, it boasts a functional library containing 50 books, fostering a love for reading among its students. The school’s commitment to accessibility is reflected in its provision of ramps for disabled children, ensuring inclusivity in learning.

Instruction at P.S. HALOO KHEDI is conducted in Hindi, catering to the local linguistic needs of the students. The school operates on a yearly academic calendar, commencing in April. A significant aspect of the school’s operations is the provision of mid-day meals, prepared and served on the school premises, ensuring that students receive proper nourishment throughout their school day.

The school’s dedicated teaching staff consists of one male teacher and one female teacher, working collaboratively to provide quality education to its students. While the school doesn’t have a pre-primary section or computer-aided learning facilities, its commitment to foundational education remains strong. The absence of computers and a computer lab doesn’t hinder the school’s dedication to providing a fundamental education to its students.

Although lacking certain modern amenities, the school provides essential facilities. A single boys’ toilet ensures hygiene and sanitation for the male students. The absence of a playground doesn’t detract from the core educational mission, emphasizing the focus on academic learning.

The school’s location in a rural area underscores its vital role in providing educational opportunities to children who might otherwise lack access to formal schooling. Its contribution to the community is invaluable in fostering literacy and providing a foundation for future success.

P.S. HALOO KHEDI operates as a standalone institution, without an attached pre-primary section or residential facilities. The school’s management emphasizes the importance of foundational learning within its current resources and facilities.

The school’s manageable size allows for personalized attention to students, fostering a supportive learning environment. The dedicated teachers contribute to the school’s commitment to educational excellence.

The absence of certain amenities, such as electricity and a boundary wall, highlights the need for further development and improvement. However, the school’s existing resources and the dedication of its staff enable it to successfully educate its students.

This commitment to education, despite resource limitations, showcases the resilience and dedication of both the school administration and its staff in providing a vital educational service to the rural community. The school’s future development and potential for expansion would benefit from access to additional resources and infrastructure improvements.