P.S.KHADAR

P.S.KHADAR was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in SHERGHATI block of GAYA district of Bihar. 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 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 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 0 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 70 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. Khadar Primary School: A Profile

P.S. Khadar, a primary school located in the rural area of Sherghati block, Gaya district, Bihar, India, opened its doors in 2007. Managed by the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Instruction is primarily conducted in Hindi. The school building, a government structure, comprises three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the headmaster or teachers. While the school boasts a library containing 70 books, it lacks a boundary wall and electricity.

The school’s infrastructure reflects its rural setting. Drinking water is provided through hand pumps, and a single girls’ toilet is available for students’ use. Notably, the school does not have a playground or computer-aided learning facilities. The absence of computers highlights a potential area for improvement in educational resources.

The school’s teaching staff consists of four male teachers. The school provides mid-day meals, prepared and served on the school premises, ensuring students have access to nutritious food during their school day. The school’s commitment to providing meals is a significant aspect of its support for the student population.

The school’s academic focus is solely on primary education (Classes 1-5), with no pre-primary section available. Students pursuing higher secondary education (Classes 10 and beyond) would need to attend another institution. The school’s academic curriculum aligns with the primary school standards of the region.

While lacking certain amenities common in urban schools, P.S. Khadar plays a crucial role in providing basic education to the children in its community. Its dedicated teaching staff strives to provide a quality learning environment, despite the resource limitations. The school’s location in a rural area underscores the importance of its continued operation in bridging the educational gap in underserved communities.

The school’s absence of a boundary wall, electricity, and computers presents challenges. These limitations highlight potential areas for improvement and community investment. Addressing these infrastructural needs would significantly enhance the school’s ability to provide a more comprehensive and modern educational experience.

The availability of a functional library with a modest collection of books demonstrates a commitment to literacy and learning. The provision of mid-day meals further demonstrates the school’s commitment to the holistic wellbeing of its students.

The school’s management by the Department of Education reflects a commitment by the government to providing basic educational opportunities in rural areas. Continued support from the government and community is vital for sustaining the school’s operations and addressing its infrastructural needs.

The school’s rural location presents both challenges and opportunities. While resources may be scarcer in comparison to urban settings, the close-knit community can be a source of support and collaboration in improving the school’s facilities and enriching the learning environment.

P.S. Khadar, though relatively modest in its resources, remains a vital pillar of education within its community. The school’s future success hinges on addressing current limitations and continuing to provide a nurturing and supportive environment for its students. The continued commitment from teachers, students, and the community at large will pave the way for growth and enhancement.