PS DOOMAR TOLA

PS DOOMAR TOLA was established in 1997 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in JAISINGHNAGAR block of SHAHDOL 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 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 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 40 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 DOOMAR TOLA: A Rural Primary School in Madhya Pradesh

PS DOOMAR TOLA, a government-run primary school, serves the rural community of JAISINGHNAGAR block in SHAHDOL district, Madhya Pradesh. Established in 1997 under the management of the Tribal/Social Welfare Department, this co-educational institution provides education from Class 1 to Class 5, catering to the needs of local children.

The school’s infrastructure includes a government building with three well-maintained classrooms dedicated to instruction. Additional space is available for non-teaching activities, and a separate room serves as an office for the teachers. While the school lacks a boundary wall and electricity, it boasts a functional playground and a library stocked with 40 books, providing essential recreational and learning resources. Importantly, ramps ensure accessibility for disabled children. The school also provides midday meals, prepared and served on-site.

The school’s educational approach utilizes Hindi as the primary medium of instruction. Three male teachers comprise the entire teaching staff. The school operates on a standard academic calendar, commencing its session in April. Its rural location ensures accessibility via all-weather roads.

The school’s facilities include separate, functional boys’ and girls’ toilets, addressing basic sanitation needs. The absence of electricity, however, presents a challenge, hindering the potential for technological advancements. Similarly, the lack of a boundary wall raises concerns about security and safety.

Despite the limitations in resources, the presence of a library and playground underscores the school’s commitment to holistic child development. The provision of midday meals is crucial in addressing nutritional needs and ensuring that students are well-nourished enough to engage in their studies.

The school’s management emphasizes the importance of a safe and accessible learning environment. The inclusion of ramps for students with disabilities is a significant step towards inclusivity. However, future development should prioritize the provision of electricity and construction of a boundary wall for enhanced security and modernization of educational practices.

The school’s location in a rural area presents both challenges and opportunities. Serving a geographically dispersed community requires strong community engagement and collaborative partnerships to improve access and quality of education.

The availability of a functional library, even with a modest collection, demonstrates the school’s commitment to fostering a love for reading and learning. Increasing the library’s resources would significantly enhance the educational opportunities available to students.

PS DOOMAR TOLA serves a vital role in providing primary education to children in a remote area of Madhya Pradesh. While facing resource constraints, the school’s dedicated staff strive to deliver quality education in a supportive environment.

The school’s success relies heavily on continued community support and investment in infrastructure improvements. Addressing the need for electricity and a boundary wall would significantly enhance the learning experience and create a safer environment for students. This would help ensure that PS DOOMAR TOLA continues to contribute to the educational advancement of the community.