P.S. NAVADIYA J. DHUKRI

P.S. NAVADIYA J. DHUKRI was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in BANDA block of SHAHJAHANPUR 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 4 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 None 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 200 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. Navadiya J. Dhukri: A Comprehensive Profile of a Rural Primary School

P.S. Navadiya J. Dhukri, a government-run primary school, stands as a vital educational institution serving the rural community of the Banda block in Shahjahanpur district, Uttar Pradesh. Established in 2001 under the Department of Education, this co-educational school caters to students from classes 1 to 5, offering a foundational education crucial for their future development. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school building, a government-provided structure, houses four classrooms, ensuring ample space for effective learning. A key feature is the presence of a library stocked with 200 books, offering students access to valuable resources beyond the classroom. Complementing the academic environment, a playground provides a space for recreation and physical activity, essential for holistic child development. The provision of separate boys’ and girls’ toilets underlines the school’s dedication to providing a safe and comfortable learning environment for all students. Ramps for disabled students ensure accessibility and inclusivity, reflecting a commitment to catering to the needs of all learners.

The school’s instructional medium is Hindi, reflecting the local linguistic context. The teaching staff comprises three male teachers and one female teacher, fostering a balanced learning environment. The school actively participates in the midday meal program, ensuring students receive nutritious meals, supporting their physical wellbeing and academic performance. The school’s location in a rural area makes it easily accessible, eliminating any geographical barriers to education.

The school’s lack of a boundary wall, while noted, doesn’t diminish its commitment to providing quality education. The availability of electricity ensures a conducive learning environment, and the absence of a computer-aided learning lab highlights areas for potential future development and improvement. The school’s management, under the Department of Education, ensures adherence to educational standards and the implementation of necessary curriculum. The school’s status as a non-residential institution clearly defines its role and operational structure.

While the school currently lacks computers for teaching and learning, its presence of a library and playground highlights a commitment to holistic education. The school’s strong focus on providing a safe and inclusive environment, supported by the presence of separate toilets and ramps for disabled children, is noteworthy. The efficient utilization of its four classrooms points towards effective classroom management and optimal use of available space.

The provision of midday meals within the school premises signifies the importance given to the nutritional needs of the students, thereby bolstering their overall health and capacity to learn effectively. The school’s dedication to providing a high-quality education, despite certain infrastructural limitations, is commendable. The absence of a pre-primary section could be seen as an area of future growth, expanding the school’s reach and contribution to the community.

The school’s operational efficiency is demonstrated by its utilization of resources and the efficient deployment of its teaching staff. The focus on providing a safe and inclusive learning environment, as evidenced by the separate toilets and ramps, reflects a commitment to ensuring equal opportunities for all students. The school’s location, accessibility, and the provision of midday meals reinforce its vital role in the community.

The information provided showcases P.S. Navadiya J. Dhukri as a valuable educational asset to its community, offering a solid foundation in primary education. The school’s commitment to providing a supportive and inclusive learning environment, alongside its dedication to the nutritional needs of its students, reflects a commitment to fostering well-rounded individuals ready to thrive in their future endeavors. The school’s strengths and areas for potential development provide a clear picture of its current status and future trajectory.