PS GORAKH PURA DHABLA

PS GORAKH PURA DHABLA was established in 2011 and it is managed by the Department of Education. It is located in Rural area. It is located in NARSINGHGARH block of RAJGARH 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 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 No Boundary Wall boundary wall. The school has 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 2 girls toilet and it is functional. The school has no 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 but not Prepared in School Premises providing mid-day meal.

PS Gorakh Pura Dhabla: A Rural Primary School in Madhya Pradesh

PS Gorakh Pura Dhabla, a government primary school located in the rural area of Narsinghgarh block, Rajgarh district, Madhya Pradesh, stands as a vital educational institution serving the community. Established in 2011 under the Department of Education, the school provides essential primary education to children from Class 1 to Class 5.

The school’s infrastructure includes a government building housing four classrooms, all in good condition. Two additional rooms cater to non-teaching activities. While the school lacks a boundary wall, it does benefit from a reliable electricity connection. A noteworthy feature is the school’s library, which boasts a collection of 40 books, fostering a love for reading among the students. However, the absence of a playground limits recreational opportunities for the children. The school also lacks computer-aided learning facilities and computers, indicating a need for technological upgrades.

The school’s teaching staff comprises one male teacher and one female teacher, providing a balanced approach to education. Hindi serves as the primary medium of instruction. The school operates on a co-educational system, welcoming both boys and girls, and offers mid-day meals, although these are not prepared on the school premises.

The availability of toilet facilities is crucial for the students’ well-being. The school has one functional boys’ toilet and two functional girls’ toilets. However, the lack of a boundary wall poses a security concern and may impact the overall safety and security of the children. The absence of ramps for disabled children signifies a need for improvements to ensure inclusive accessibility for all students.

The school’s academic focus is strictly primary education (Classes 1-5), with no pre-primary section available. This limits the opportunities for early childhood education in the immediate area. The lack of a computer lab further highlights the need for technological integration to enhance the quality of education.

The school’s location in a rural setting presents both challenges and opportunities. The accessibility of the school is aided by an all-weather road, ensuring that students can attend regularly regardless of weather conditions. The school year begins in April, aligning with the academic calendar of the state.

The absence of a head teacher and the lack of information regarding the school’s contact details, including phone number and email address, suggest areas where improvements in communication and administration could be beneficial.

The data reflects PS Gorakh Pura Dhabla as a functional primary school providing basic education to its students. However, several key areas require attention and improvement to enhance the overall quality of education and ensure a safe and inclusive learning environment. These include addressing the lack of a boundary wall, improving technological resources, and providing better facilities for students with disabilities. Further improvements in communication and administrative transparency could also benefit the school.

Addressing the identified needs would significantly uplift the school’s environment and ensure a more holistic educational experience for the students of PS Gorakh Pura Dhabla, contributing to the growth and development of the community it serves. The school’s commitment to providing quality primary education in a rural setting is commendable, and addressing these areas will allow it to better serve its students.