P.S.BARWA

P.S.BARWA was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in KAUDIHAR II block of ALLAHABAD district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 5 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 83 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.BARWA: A Rural Primary School in Uttar Pradesh

P.S.BARWA, a government-run primary school located in the state of Uttar Pradesh, serves students from the surrounding rural community. Established in 1994, the school provides education for children in classes 1 through 5. Interestingly, the school also has a pre-primary section, offering a holistic approach to early education.

The school’s curriculum is delivered in Hindi, catering to the local linguistic preferences. Teaching is facilitated by a team of three teachers, including two male teachers and one female teacher, all working under the guidance of the head teacher, PANKAJ SINGH.

Despite the school’s rural location, it boasts several amenities to enhance the learning experience. A library with 83 books caters to the students’ reading needs, and a dedicated space for meals ensures that students receive nutritious meals prepared on school premises. The school also provides clean drinking water through hand pumps, prioritizing students’ well-being.

While the school has five classrooms, electricity remains a challenge, as the existing infrastructure is not functional. The absence of a boundary wall poses a security concern, requiring further attention. Notably, the school prioritizes accessibility with ramps for disabled students, fostering an inclusive learning environment.

The school’s management lies with the Department of Education, ensuring adherence to educational standards and policies. However, the school lacks a playground, limiting opportunities for physical activity and recreation. The absence of computer-aided learning facilities further highlights the need for investment in modern educational resources.

P.S.BARWA, despite its limitations, strives to provide quality education to the children in its rural community. The school’s commitment to providing a wholesome learning environment, including a pre-primary section, meals, and clean drinking water, reflects its dedication to its students’ development. However, the lack of functional electricity, boundary wall, and playground, along with the absence of computer-aided learning facilities, highlight areas that require immediate attention to ensure the school’s continued growth and provide its students with a comprehensive and enriching learning experience.

Key takeaways:

• P.S.BARWA is a government-run primary school offering education from classes 1 through 5.
• The school is located in a rural area of Uttar Pradesh and operates under the management of the Department of Education.
• The school boasts several amenities like a library, a dedicated space for meals, clean drinking water, and ramps for disabled students.
• However, the school faces challenges with functional electricity, a boundary wall, and a playground.
• The lack of computer-aided learning facilities also requires attention to equip students with modern educational tools.

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