PS GARIYA FALYA SEMLI

PS GARIYA FALYA SEMLI was established in 1998 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in PATI block of BARWANI 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

PS Gariya Falya Semli: A Rural Primary School in Madhya Pradesh

PS Gariya Falya Semli, a government-run primary school, serves the rural community of Pati block in Barwani district, Madhya Pradesh. Established in 1998, this co-educational institution falls under the management of the Tribal/Social Welfare Department. Its primary focus is educating children from Class 1 to Class 5, utilizing Hindi as the primary language of instruction.

The school’s infrastructure includes a government building equipped with three well-maintained classrooms, providing a suitable learning environment for its students. While the school lacks a boundary wall and electricity connection, it boasts essential facilities such as a playground and a library, although the library currently has no books. The availability of hand pumps ensures access to drinking water for students and staff. Separate functional boys’ and girls’ toilets further contribute to a safe and hygienic learning environment.

Despite the absence of computers or a computer-aided learning lab, the school effectively delivers its curriculum. The dedicated teaching staff comprises two male teachers, committed to providing quality education to the students. The school follows an academic calendar that begins in April and aims to provide a comprehensive primary education.

The school provides mid-day meals, prepared and served within the school premises. This ensures that students receive proper nourishment, which is vital for their academic performance and overall well-being. The lack of pre-primary sections and other amenities underscores the need for further development and resource allocation.

The school’s rural location highlights the importance of its role in providing education to children in underserved areas. The absence of a boundary wall and electricity present challenges that need to be addressed to further enhance the learning environment. However, the presence of a playground underscores the commitment to providing a holistic educational experience.

The school’s management, the Tribal/Social Welfare Department, plays a crucial role in its continued operation and development. Further investment in infrastructure and resources would significantly enhance the educational opportunities for the children of this rural community.

The lack of computers and a computer-aided learning lab, while a constraint, does not negate the positive aspects of this school. The school’s committed teachers and its focus on providing basic education remain its strengths.

PS Gariya Falya Semli is a vital part of the community, providing essential primary education in a rural setting. Despite its limitations, the school strives to provide a supportive and engaging learning environment for its students.

The school’s commitment to providing a mid-day meal underscores its dedication to the holistic development of its students, acknowledging the crucial link between nutrition and academic success. This underscores the school’s dedication to supporting its students beyond the classroom.

The school’s continued operation and its focus on basic education within a resource-constrained environment highlight its significance in ensuring that children in underserved areas have access to primary schooling. Further support and investment would greatly enhance its ability to provide quality education.