PARAS PUBLIC SCHOOL

PARAS PUBLIC SCHOOL was established in 0 and it is managed by the Unrecognised. It is located in Rural area. It is located in GHARAUNDA block of KARNAL district of HARYANA. The school consists of Grades from 1 to 4. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable 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 Private building. It has got 6 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 Not Applicable providing mid-day meal.

Paras Public School: A Rural Primary School in Haryana, India

Paras Public School, located in the rural area of Gharaunda block in Karnal district, Haryana, is a private, co-educational primary school offering classes from 1 to 4. Established as an unrecognized institution, it provides education primarily through the Hindi language. The school’s infrastructure includes six classrooms housed in a pucca building, ensuring a stable learning environment for its students. A reliable tap water supply caters to the drinking water needs of the students and staff. Separate functional boys’ and girls’ toilets are available on the premises.

The school’s teaching staff comprises a dedicated team of four teachers, including one male teacher, three female teachers, and two pre-primary teachers. A single head teacher, Sunil Kumar, leads the school’s operations. The school’s commitment to early childhood education is evident in its provision of a pre-primary section, catering to the educational needs of younger children. While the school doesn’t currently offer computer-aided learning or a library, its focus remains firmly on delivering quality primary education within its existing resources.

The accessibility of the school is ensured by its location along an all-weather road, making it conveniently reachable for students throughout the year. The academic session at Paras Public School begins in April, aligning with the general academic calendar in the region. The school’s management prioritizes providing a safe and functional learning space, with the existing classrooms maintained in good condition. Additional rooms are available for non-teaching activities, and a separate room is dedicated to the head teacher. The school’s pucca boundary wall provides both security and defines its physical boundaries. The presence of electricity ensures that the school can readily use modern equipment and facilitate learning activities.

Paras Public School’s commitment to providing quality education in a rural setting is noteworthy. Despite its limited resources, the school strives to offer a comprehensive primary education to the children in the Gharaunda community. The school’s dedication to its students is evident in its provision of basic facilities such as separate toilets and a reliable water supply. The management’s focus is on providing a strong foundation in primary education, using the Hindi language as the medium of instruction.

The school’s rural location highlights the importance of providing educational opportunities in underserved areas. Paras Public School plays a vital role in ensuring access to education for children in this community. The school’s management actively seeks to improve its facilities and resources, driven by a clear commitment to improving the educational prospects of its students.

The school’s modest size allows for a more personalized approach to teaching and learning, enabling teachers to focus on individual student needs and progress. The small class sizes ensure effective interaction between teachers and students, fostering a supportive and engaging learning environment. The school’s co-educational nature reflects a commitment to inclusive education, providing equal opportunities for both boys and girls.

Paras Public School’s future development plans might include upgrading its facilities and expanding its offerings. This could involve incorporating computer-aided learning, establishing a library, and potentially expanding the range of grades offered. The introduction of these enhancements could further enhance the quality of education provided to the students.

While the school currently lacks a computer lab and a library, the availability of basic resources such as electricity and a pucca building are important indicators of a stable learning environment. This infrastructure ensures that the students have access to a safe and functional space conducive to effective learning. The school’s management continues to focus on the core aspects of primary education, striving to provide a strong educational foundation to its students.

Despite not offering a mid-day meal program, the school’s functional facilities and dedicated teaching staff ensure a safe and conducive learning atmosphere for the students. The school’s location and accessibility are key factors in enabling students from the surrounding community to attend. This highlights the importance of educational institutions in bridging geographical divides and ensuring equitable access to education.

In conclusion, Paras Public School represents a vital educational institution in its rural community, providing a crucial foundation for primary education. While lacking some modern amenities, its strong commitment to teaching and its existing infrastructure demonstrate a dedication to providing quality education despite resource constraints. The school’s future development will likely focus on expanding resources to further enrich the learning experience for its students.