PEERKHERA

PEERKHERA was established in 1962 and it is managed by the Department of Education. It is located in Rural area. It is located in OON block of SHAMLI (PRABUDH NAGAR) 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 4 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 a playground. The school has a library and has 1 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.

Peerkhera Government Primary School: A Rural Educational Hub in Uttar Pradesh

Peerkhera Government Primary School, nestled in the rural landscape of Shamli district, Uttar Pradesh, stands as a testament to the commitment to primary education in India. Established in 1962, this co-educational institution, managed by the Department of Education, serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys.

The school’s infrastructure includes a government building housing four classrooms, all in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the teachers. The school boasts a functional playground and a library containing a collection of books, enriching the learning experience beyond the classroom. The presence of both boys’ and girls’ toilets ensures a safe and comfortable environment for all students.

A reliable source of drinking water is provided through hand pumps, addressing a vital need within the school community. The school’s building, while made of pucca material, requires attention to its broken sections. While lacking electricity and computer-aided learning facilities, the school compensates with a dedicated teaching staff and a focus on imparting knowledge.

Instruction is delivered in Hindi, catering to the local language preference. The school follows a typical academic calendar, starting in April. The presence of a library, even with a modest collection, speaks to the school’s dedication to fostering a love of reading and learning. The school’s playground is an essential aspect of providing a holistic educational experience for the children.

The teaching staff comprises three teachers, including two males and one female, collectively committed to shaping young minds. A mid-day meal program, prepared and provided on-site, ensures that nutritional needs are addressed, allowing students to concentrate on their studies without the burden of hunger.

Though lacking computer facilities, the school remains a vital component of the local community, providing basic education to children in a rural setting. The school’s commitment to providing a safe, accessible, and educational environment is evident despite the challenges of limited resources.

The school’s location in a rural area underscores its importance in bridging the educational gap and providing opportunities to children in underserved communities. The administration’s dedication to maintenance of the school building and its facilities is indicative of a consistent effort to create a conducive learning environment.

The absence of ramps for disabled children is an area that could benefit from future improvements, ensuring inclusivity for all students. The lack of electricity represents a significant challenge to be addressed, as access to reliable power is crucial for modern educational practices. Despite these challenges, the school remains a beacon of hope and a source of learning for many children.

The school’s continued operation and its dedication to education in a rural setting showcase its enduring importance within the community. Future improvements and investments in resources would undoubtedly enhance the quality of education provided.

In conclusion, Peerkhera Government Primary School plays a vital role in providing primary education to the rural population of Uttar Pradesh. Despite resource limitations, the school demonstrates a strong commitment to teaching and student well-being, laying a solid foundation for the future of its students.