P.S.BHEDIYA

P.S.BHEDIYA was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in SIDDHAOR block of BARABANKI 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 Non-Ashram type (Govt.) 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 6 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 Pucca 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 0 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. BHEDIYA Primary School: A Detailed Profile

P.S. BHEDIYA, a government-run primary school, stands as a vital educational institution in the rural landscape of Uttar Pradesh, India. Established in 1994 under the Department of Education, it serves the community of SIDDHAOR block in the BARABANKI district. The school’s commitment to education is evident in its comprehensive facilities and dedicated teaching staff.

Academic Structure and Curriculum:

P.S. BHEDIYA caters to students from Class 1 to Class 5, offering a primary education curriculum. The medium of instruction is Hindi, ensuring accessibility for the local community. The school boasts a co-educational environment and includes a pre-primary section, providing early childhood education opportunities. This holistic approach to education underlines the school’s dedication to comprehensive learning.

Infrastructure and Resources:

The school’s infrastructure is designed to support effective teaching and learning. It comprises six classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. The school building itself is government-owned and features a sturdy pucca boundary wall. A playground is available for recreational activities, while a library, though currently without books, indicates a commitment to fostering a love of reading. The school provides access to hand pumps, ensuring a reliable source of drinking water for students and staff. Importantly, ramps are in place to ensure accessibility for students with disabilities.

Teaching Staff and Management:

The school’s dedicated team consists of a total of three teachers, comprising two male and one female teacher, led by Head Teacher SARVJEET SINGH. This relatively small staff size ensures personalized attention for each student. The school’s management by the Department of Education ensures adherence to educational standards and policies. While the school does not currently have computer-aided learning facilities or computers for educational purposes, its commitment to quality education remains steadfast.

Meal Provision and Accessibility:

The school actively participates in a mid-day meal program. Meals are provided and prepared on the school premises, ensuring that students receive nutritious food. The school’s accessibility is further enhanced by its location, reachable via an all-weather road, ensuring that students can attend regardless of weather conditions. The school operates on an academic calendar starting in April, aligning with the regional educational system.

Additional Features and Information:

The school’s pre-primary section acknowledges the importance of early childhood education. The school is classified as a non-residential, non-Ashram type (government) school. The school’s location in a rural area highlights its significant role in bringing education to underserved communities. Though the school does not yet have electricity, its robust infrastructure and dedication to learning suggest a path towards continued improvement and expansion. The school’s commitment to inclusive education, evidenced by the ramps for disabled students, reflects its dedication to providing equal opportunities for all.

Conclusion:

P.S. BHEDIYA primary school embodies a commitment to education in a rural setting. Its facilities, staffing, and curriculum showcase a dedication to providing a quality education to the children of its community. The school’s ongoing development and potential for future growth highlight its importance as a cornerstone of the local community. Continuous improvement in areas such as adding books to the library and the introduction of computer-aided learning would further enhance its capabilities.

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