PS DIYA KHERA

PS DIYA KHERA was established in 1999 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 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 Pucca 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 77 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.

PS Diya Khera: A Rural Primary School in Uttar Pradesh

PS Diya Khera, a primary school located in the rural area of Tilhar block, Shahjahanpur district, Uttar Pradesh, stands as a vital educational institution serving the community. Established in 1999 under the Department of Education, this co-educational school offers classes from 1st to 5th standard, providing foundational education to young learners in the region.

The school’s infrastructure comprises a government-owned building with three well-maintained classrooms, ensuring a conducive learning environment. Two boys’ toilets and two girls’ toilets are available, highlighting a commitment to providing essential facilities for students. The school grounds also boast a playground, offering ample space for recreational activities, and a library stocked with 77 books, fostering a love for reading among the students. A reliable source of drinking water, provided by hand pumps, ensures access to clean water throughout the school day. Importantly, ramps are in place to facilitate access for children with disabilities, showcasing a dedication to inclusivity.

The school’s teaching staff comprises three dedicated teachers, including two male teachers and one female teacher. Hindi serves as the primary medium of instruction, catering to the local linguistic context. The school operates within a rural setting, emphasizing its crucial role in providing quality education to children in a less developed region. The provision of midday meals, prepared within the school premises, directly addresses the nutritional needs of the students.

While the school lacks computer-aided learning facilities and electricity, its focus on traditional teaching methods ensures effective knowledge transmission. The absence of pre-primary sections underscores the school’s concentration on primary education. Furthermore, the school’s physical infrastructure, including its pucca boundary wall, indicates a safe and secure environment for students. Its location ensures accessibility via all-weather roads, ensuring consistent student attendance.

The school’s management by the Department of Education underscores its public character and its commitment to providing free and compulsory primary education as per government guidelines. The information provided highlights a clear picture of the school’s resources, facilities, and its operational structure. The school’s establishment year, 1999, points to its long-standing contribution to the community’s educational landscape.

The school’s operational structure is further detailed by the academic details provided. Instruction is primarily delivered in Hindi, recognizing the local language as the best way to reach and educate the students. The absence of pre-primary sections is a clear statement of the institution’s primary focus on elementary-level education. The lack of computer facilities points to a resource limitation, offering a potential area for improvement and future expansion.

PS Diya Khera’s dedication to providing quality education is further exemplified by the well-maintained facilities and its provision of midday meals. The availability of a functional library, complete with a sizable collection of books, reinforces its commitment to holistic education and developing a love of learning in its students. The school’s commitment to inclusivity is showcased through the provision of ramps for students with disabilities, ensuring accessibility for all.

The rural setting of PS Diya Khera highlights the challenges and the opportunities inherent in providing education in under-resourced communities. The school’s existence serves as a testament to the importance of reaching children in all corners of the region and providing them with the fundamental education they need to thrive.

The provided information allows for a complete and well-rounded understanding of PS Diya Khera’s functioning and its impact on the local community. Despite the absence of some advanced technological resources, the school’s focus on core academic learning, coupled with its emphasis on safety, sanitation, and student well-being, showcases a solid foundation for future growth and development.

Finally, PS Diya Khera stands as a model of a dedicated primary school providing essential educational services to a rural community. Its dedication to its students, evident in its well-maintained facilities and commitment to inclusivity, ensures that its role as a pillar of the local community continues to grow and flourish. The school’s existence is a beacon of hope, highlighting the potential of education to transform lives and uplift communities.