P.S.DHAURAHARA

P.S.DHAURAHARA was established in 1947 and it is managed by the Department of Education. It is located in Rural area. It is located in NINDURA 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 7 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 80 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.DHAURAHARA: A Primary School in Barabanki, Uttar Pradesh

Located in the NINDURA block of BARABANKI district in Uttar Pradesh, P.S.DHAURAHARA is a government-run primary school catering to students from classes 1 to 5. Established in 1947, this co-educational institution boasts a dedicated pre-primary section, ensuring a comprehensive learning experience for its young students.

The school’s infrastructure includes seven well-maintained classrooms, two additional rooms for non-teaching activities, and a separate room for the headmaster/teacher. The school is surrounded by a pucca boundary wall, ensuring a safe and secure environment for its students. While electricity is available, it is not currently functional. However, the school’s hand pumps provide a reliable source of drinking water for the students and staff.

A Focus on Learning and Well-being:

P.S.DHAURAHARA places a strong emphasis on providing a holistic educational experience. The school features a playground for recreational activities and a well-stocked library with 80 books, encouraging a love for reading and physical activity. Recognizing the importance of accessibility, the school has incorporated ramps for disabled children, ensuring inclusive access to classrooms.

Teaching and Learning at P.S.DHAURAHARA:

Hindi is the medium of instruction at P.S.DHAURAHARA, delivered by a dedicated team of three teachers, including two male teachers and one female teacher. The school also employs one pre-primary teacher to cater to the needs of the youngest learners. The school provides mid-day meals prepared on its premises, ensuring that students receive a nutritious meal during their time at school.

A Rural School with a Strong Commitment to Education:

Despite its location in a rural area, P.S.DHAURAHARA stands as a beacon of educational excellence. The school’s commitment to providing quality education and a safe and nurturing environment is evident in its infrastructure, facilities, and dedicated teaching staff. P.S.DHAURAHARA serves as a vital resource for the local community, ensuring that young minds receive the foundation they need to thrive in the future.

Accessibility and Future Goals:

The school is easily accessible by all-weather roads, making it convenient for students and their families. The academic session at P.S.DHAURAHARA begins in April, marking the start of another year filled with learning and growth. The school’s dedication to providing quality education and its commitment to inclusivity and accessibility make it a valuable asset to the community.

Note: This article focuses on the available information provided in the JSON data. Some aspects like the lack of computers or a computer-aided learning lab may be considered limitations that could be addressed in the future to enhance the school’s offerings. The information provided is a snapshot of the school’s current status and should be considered as such.