P.S.CHANDANPUR BARHAITARA

P.S.CHANDANPUR BARHAITARA was established in 1966 and it is managed by the Department of Education. It is located in Rural area. It is located in GILAULA block of SHRAWASTI 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 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 a playground. The school has no 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. Chandanpur Barhaitara: A Rural Primary School in Uttar Pradesh

P.S. Chandanpur Barhaitara, a government-run primary school, stands as a testament to the commitment to education in rural India. Established in 1966, this co-educational institution serves the community of Gilaula block in Shrawasti district, Uttar Pradesh. Its primary focus is on providing quality education to children from classes 1 to 5, making it a vital hub for the region’s younger generation.

The school’s infrastructure comprises a government-provided building featuring five well-maintained classrooms designed for effective learning. While it lacks a boundary wall and electricity, the school offers a functional playground, providing essential space for recreation and physical activity. Access to clean drinking water is ensured through hand pumps, a practical solution for this rural setting. Importantly, the school features separate functional toilets for boys and girls, prioritizing hygiene and sanitation.

The school’s educational approach prioritizes Hindi as the primary medium of instruction. With a dedicated teaching staff of three—one male teacher and two female teachers—the school provides personalized attention to its students. The school’s management falls under the Department of Education, reflecting the government’s role in providing basic education. The absence of a pre-primary section and computer-aided learning facilities highlight areas where future development could enhance the learning experience.

Despite lacking computers and a library, the school actively engages in providing mid-day meals, prepared and served on the school premises, addressing nutritional needs and promoting regular attendance. The school’s rural location necessitates the use of a suitable all-weather road for accessibility, ensuring that students can attend school irrespective of weather conditions. The school’s academic calendar begins in April, aligning with the regional academic schedule.

The head teacher, Atul Pandey, plays a pivotal role in the school’s administration and academic guidance. The school’s management structure falls under the purview of the Department of Education, emphasizing the commitment to educational access in rural communities.

The school’s facilities, while basic, reflect the realities of rural education. The lack of a library, computers, and electricity underscore the need for ongoing development and resource allocation to enhance the educational experience for the students. Nevertheless, the dedicated teachers and the provisions of essential amenities such as toilets, a playground, and mid-day meals highlight the school’s commitment to providing a conducive learning environment.

P.S. Chandanpur Barhaitara stands as an example of a fundamental rural educational institution in Uttar Pradesh, where teachers and administrators strive to provide quality education despite infrastructural limitations. Further improvements in facilities and resources would significantly contribute to enriching the learning environment and expanding educational opportunities for the children in the community.

This institution’s continued operation highlights the importance of accessible primary education in rural settings, emphasizing the crucial role it plays in shaping the future generation. With the support of government initiatives and community involvement, P.S. Chandanpur Barhaitara can continue to excel in its mission of providing quality education to the children under its care. The school’s focus on providing a safe, inclusive, and supportive learning environment serves as a model for other rural primary schools.

The school’s success lies not only in its infrastructure but also in the dedication of its teaching staff and the commitment to providing a comprehensive learning experience. Continuous development and support are key to its continued growth and effectiveness in meeting the educational needs of the community.