P.S.TEMNI

P.S.TEMNI was established in 1938 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in ATHNER block of BETUL district of Madhya 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 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 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 None 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 a library and has 50 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.TEMNI: A Rural Primary School in Madhya Pradesh

P.S.TEMNI, a government-run primary school, stands as a beacon of education in the rural landscape of Madhya Pradesh. Located in ATHNER block of BETUL district, this school has served the community since its establishment in 1938. P.S.TEMNI is managed by the Tribal/Social Welfare Department and caters to students from grades 1 to 5.

This co-educational school offers a welcoming learning environment for young minds. While it does not have a pre-primary section, P.S.TEMNI strives to provide a quality education to its students. Hindi is the primary language of instruction, ensuring accessibility for students from diverse backgrounds.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. P.S.TEMNI boasts three well-maintained classrooms, ensuring ample space for educational activities. The school also features a separate room for the Head Master/Teacher, further enhancing the administrative and teaching processes. While the school lacks a boundary wall, its presence in a rural setting offers a unique and spacious learning environment.

Despite the lack of an electricity connection, P.S.TEMNI prioritizes the well-being of its students. The school provides a playground for physical activities and recreational purposes, fostering a healthy and engaging environment for its pupils. While it lacks a dedicated drinking water source, the school’s commitment to student safety is evident through its functional boys’ and girls’ toilets.

P.S.TEMNI takes pride in its library, which houses 50 books, fostering a love for reading and enriching the learning experience. The school’s commitment to inclusivity is evident in its accessible ramps for disabled students, ensuring that all students have equal opportunities to participate in the learning process.

The school’s dedicated teachers are committed to shaping young minds. With a total of two teachers, including one male and one female, the school prioritizes individual attention and quality education. While P.S.TEMNI currently lacks computer facilities, it aims to provide a strong foundation in core subjects, using traditional teaching methods.

P.S.TEMNI actively contributes to the holistic development of its students by providing a mid-day meal, ensuring their nutritional needs are met. This meal, prepared within the school premises, further demonstrates the school’s dedication to the well-being of its students.

As P.S.TEMNI continues to serve the community, its dedication to providing a quality education to rural students remains unwavering. The school’s commitment to inclusivity, infrastructure development, and student well-being sets a positive example for other institutions in the region.