P.S. SULLYA KHEDI

P.S. SULLYA KHEDI was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in GHATTIA 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 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 54 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. SULLYA KHEDI: A Rural Primary School in Madhya Pradesh

P.S. SULLYA KHEDI, a government-run primary school, serves the rural community of Ghattia block in Ujjain district, Madhya Pradesh. Established in 1975, this co-educational institution provides education for students from Class 1 to Class 5, playing a vital role in the local community’s access to primary education.

The school’s infrastructure includes two classrooms, ensuring sufficient space for its students. While lacking a boundary wall and electricity, the school does possess essential facilities. A functional library, stocked with 54 books, fosters a love for reading amongst students, contributing to their overall educational development. Hand pumps provide a reliable source of drinking water, a critical necessity in a rural setting. Importantly, ramps are available, ensuring accessibility for students with disabilities. The school also has separate boys’ and girls’ toilets.

The school’s educational approach relies on Hindi as the medium of instruction, catering to the local linguistic needs of the students. Two male teachers dedicate their expertise to delivering quality education. The school’s commitment to student well-being is evident in its provision of midday meals, prepared on-site. The school operates on an academic calendar that commences in April.

The school’s management falls under the Department of Education, signifying a commitment to public education and its adherence to educational standards. Its rural location underscores its crucial contribution to bridging the educational gap in underserved areas.

P.S. SULLYA KHEDI’s location is easily accessible via all-weather roads, making it convenient for students to attend. The school’s simple yet functional design prioritizes its core role of providing quality primary education to its students. Its focus remains on providing a basic yet essential educational foundation for the children in the community.

Though the school lacks certain modern amenities like computers and computer-aided learning, its strong emphasis on core subjects, coupled with its library and provision of midday meals, positions it as a valuable asset to the community.

The school’s modest size and resources allow for a more personalized learning environment. The dedication of the two male teachers plays a significant role in the effective delivery of educational content. The school’s rural setting and reliance on hand pumps for drinking water also reflect the realities of life for many students in the area.

Further development of the school’s infrastructure, including the addition of electricity, could significantly improve the learning experience. The absence of a boundary wall also represents a potential area for improvement in terms of school security and safety. Despite these challenges, the school’s commitment to providing basic education is commendable.

The school’s modest library collection, although limited, plays a key role in encouraging reading and promoting literacy amongst the students. The existence of separate toilets for boys and girls demonstrates a commitment to basic hygiene and gender-sensitive facilities, reflecting a concern for the well-being of its students.

In conclusion, P.S. SULLYA KHEDI stands as a testament to the importance of accessible primary education, serving its community diligently within its available resources. While opportunities for improvement exist, its current state indicates a commitment to providing basic learning and support for its students. The school’s ongoing operation plays a crucial role in shaping the future of its students and contributing to the overall educational development of the region.