P.S.TAH BANARAS

P.S.TAH BANARAS was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in TILHAR block of SHAHJAHANPUR 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. Tah Banaras: A Rural Primary School in Uttar Pradesh

P.S. Tah Banaras, a government-run primary school, serves the rural community of Tilhar block in Shahjahanpur district, Uttar Pradesh. Established in 1998 under the Department of Education, this co-educational institution provides education for students from classes 1 to 5. The school’s instruction medium is Hindi, catering to the local linguistic needs.

The school building, a government structure, comprises five classrooms in good condition, ensuring adequate space for learning activities. While lacking a boundary wall and electricity connection, the school offers essential amenities. A functional hand pump provides access to drinking water, and separate boys’ and girls’ toilets are available for the students’ hygiene needs.

A significant feature is the school’s playground, offering a vital space for recreational activities and physical development. Though the school currently lacks a library and computer-aided learning facilities, the presence of a playground underscores the importance placed on physical well-being. Ramps for disabled access are available, highlighting the school’s commitment to inclusivity.

The school’s teaching staff consists of two male teachers, dedicated to providing quality education. Meals are prepared and provided on the school premises, ensuring that students receive proper nutrition to support their learning. The school operates on an academic session beginning in April, aligning with the regional calendar.

The school’s rural location presents unique challenges, but the administration’s efforts towards providing essential facilities are evident. The lack of a library and computers presents opportunities for future development and improvement. This could involve securing funding for resources and equipment to enhance the learning experience.

The school’s management could explore partnerships with local organizations or NGOs to secure resources and support for library development and computer lab establishment. Such collaborations could also broaden the school’s educational resources and enhance its overall infrastructure.

The absence of a boundary wall presents a security concern that could be addressed through community engagement and potential fundraising initiatives. Securing funding for a boundary wall would create a safer learning environment.

Investing in electricity connection would significantly improve the school’s functionality, enabling the use of technology and extending learning opportunities. Solar power solutions could be explored as a sustainable and cost-effective alternative.

P.S. Tah Banaras plays a vital role in the community by providing primary education to children in a rural setting. Addressing the current infrastructural limitations and expanding resources could further enhance the quality of education and improve the overall learning environment.

The school’s commitment to providing meals and ensuring accessibility for disabled students demonstrates a proactive approach to student welfare. Continuous efforts towards improvement and expansion will further contribute to the school’s success and the progress of its students.