PRI.SCH.DAMMAL TANDA

PRI.SCH.DAMMAL TANDA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in BIJUA block of KHERI 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 Pucca boundary wall. The school has 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 no 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.

PRI.SCH.DAMMAL TANDA: A Detailed Profile of a Rural Primary School in Uttar Pradesh

PRI.SCH.DAMMAL TANDA, a government-run primary school located in the rural area of Bijua block, Kheri district, Uttar Pradesh, offers a valuable educational service to the community. Established in 2004 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5.

The school’s infrastructure includes a sturdy pucca building, equipped with five classrooms in excellent condition, ensuring a conducive learning environment for its students. The school also boasts a functional library, stocked with 50 books, and provides access to clean drinking water through hand pumps. Toilets are available for both boys and girls. While a playground is currently absent, the school’s facilities are designed to be accessible to all. The presence of ramps facilitates access for students with disabilities. The school utilizes Hindi as its primary language of instruction.

The teaching staff comprises two female teachers, dedicated to providing quality education to the students. The school operates on an academic year commencing in April. Notably, the school provides and prepares meals on its premises, ensuring the nutritional well-being of its students.

The school’s management falls under the purview of the Department of Education, reflecting its commitment to government standards and guidelines. The school’s rural location underscores its role in bridging the educational gap in underserved communities. The absence of a pre-primary section indicates the school’s current focus on primary education.

Importantly, the school’s reliance on hand pumps for water underscores the need for continued infrastructural improvements and potential opportunities for partnerships to enhance the learning environment. The availability of electricity ensures that basic technological resources can be readily integrated into the educational program.

The lack of computers and a computer-aided learning lab highlights areas for potential future development. The integration of technology could significantly enhance the quality of education and better prepare students for the challenges of the 21st century. However, the presence of a functional library reflects the school’s commitment to promoting literacy and a love of reading among its students.

The school’s robust building and functional facilities represent a valuable asset to the community. The dedicated female teachers are vital to the school’s success, providing consistent and committed instruction to its students. Their efforts are critical in ensuring the children’s education and future prospects.

The provision of mid-day meals further demonstrates the school’s commitment to its students’ overall well-being. The availability of meals alleviates concerns about hunger and food security, enabling students to focus fully on their studies.

In conclusion, PRI.SCH.DAMMAL TANDA serves as a vital educational institution in a rural setting. While it faces some infrastructural challenges, the school’s dedication to its students, exemplified by its committed teachers and provision of meals, positions it as a pillar of the community. Future developments, such as the inclusion of technology and a playground, could further enhance the school’s already significant contribution to the community. The school’s steadfast commitment to education in a rural setting is commendable.