P.S.HARIVANSHPUR

P.S.HARIVANSHPUR was established in 1964 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 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 3 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 But Broken 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 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. Harivanspur Primary School: A Detailed Overview

P.S. Harivanspur, a government primary school located in the rural area of Gilaula block, Shravasti district, Uttar Pradesh, India, offers a glimpse into the educational landscape of a rural Indian community. Established in 1964 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, with an additional pre-primary section.

The school’s infrastructure comprises a government building with three classrooms, all reportedly in good condition. While lacking a playground and library, the school boasts a functional hand pump providing drinking water and separate boys’ and girls’ toilets. Importantly, ramps are available for disabled students, ensuring inclusivity. The school’s building is described as having a “Pucca But Broken” wall, highlighting a need for future maintenance. The absence of electricity presents a significant challenge.

Instruction is delivered primarily in Hindi, with a total of three teachers – two male and one female – along with a dedicated pre-primary teacher. The school’s head teacher is Om Prakash Rao. The absence of a computer lab and computers for educational purposes indicates a reliance on traditional teaching methods.

A key feature of the school is the provision of midday meals, prepared on the premises. This vital service ensures that students receive proper nourishment, supporting their learning and overall well-being.

The school’s academic structure adheres to a primary-only curriculum (Classes 1-5), with the board for classes 10 and 10+2 listed as “Others.” This suggests a possible affiliation with a non-standard board of education, requiring further investigation. The school operates on a traditional academic calendar, commencing in April.

P.S. Harivanspur’s location in a rural setting presents both opportunities and challenges. While access is facilitated by an all-weather road, the absence of electricity and a library emphasizes the need for further infrastructural development. This also highlights the need for additional resources to support the teachers’ efforts in providing quality education.

The school’s commitment to inclusivity is demonstrated through the provision of ramps for disabled children, underscoring its dedication to providing equitable access to education. The focus on Hindi instruction reflects the local linguistic landscape.

The information provided suggests that despite certain infrastructural limitations, P.S. Harivanspur plays a crucial role in providing basic education to the children of the surrounding rural community. The presence of a pre-primary section also signifies a proactive effort to nurture early childhood education.

Further investment in infrastructure, particularly electricity and a library, as well as the potential integration of technology, could significantly enhance the educational experience and opportunities for students attending P.S. Harivanspur.

Continuous efforts in improving facilities, providing teacher training and enhancing the learning resources will be crucial to ensure the school thrives and contributes effectively to the community’s development.

The information gathered paints a clear picture of P.S. Harivanspur, showcasing both its strengths and areas for improvement. This underscores the importance of continuous support and investment to ensure that all children have access to quality education.