PS KHURAHA

PS KHURAHA was established in 1998 and it is managed by the Department of Education. It is located in Rural area. It is located in RAIPUR(K) block of REWA 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 2 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 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has no 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 KHURAHA: A Rural Primary School in Rewa, Madhya Pradesh

PS KHURAHA, a government primary school located in the rural area of RAIPUR(K) block in Rewa district, Madhya Pradesh, serves students from Class 1 to Class 5. Established in 1998 under the Department of Education, this co-educational institution provides a crucial educational foundation for the community. The school operates within a pucca (permanent) building and boasts two classrooms ensuring a suitable learning environment. A key feature is the provision of midday meals prepared on the school premises, ensuring students’ nutritional needs are met.

The school’s infrastructure comprises a pucca boundary wall, a playground for recreation, and a functional hand pump providing access to clean drinking water. While the school currently lacks electricity and a computer lab, it benefits from one functional girls’ toilet, contributing to a safer and healthier environment for female students. The absence of a library is noted, though the school’s focus remains on providing a quality primary education.

Instruction at PS KHURAHA is primarily conducted in Hindi, delivered by a dedicated team of two male teachers. The school’s commitment to providing a quality education is evident, despite resource limitations. The absence of additional facilities such as a computer-aided learning lab and ramps for disabled access highlight areas where future improvements could be beneficial.

The school’s geographical location in a rural setting is a key consideration. Its accessibility via an all-weather road is positive for both students and teachers. The school follows an academic calendar that begins in April, aligning with the broader educational schedule in the region.

Further analysis of the school’s data reveals its primary-only focus (Classes 1-5), the lack of pre-primary sections, and the absence of any female teachers or head teachers at present. This information provides a clearer picture of the staffing and curriculum structure within the institution.

The school’s management under the Department of Education ensures alignment with government policies and standards. The commitment to providing a basic education in a rural setting is commendable, highlighting the importance of such institutions in bridging educational gaps.

The data provided indicates the school operates within its defined capacity. While lacking some advanced facilities, the core educational functions appear well-maintained. The presence of a playground and functional toilets underscores the prioritization of student well-being.

The school’s status as a government institution implies a reliance on public funding and resources. This makes it vital to continue investment in enhancing the school’s infrastructure and resources, aligning it with modern educational standards.

Future plans for PS KHURAHA may involve improvements to facilities such as the addition of a computer lab, a library, and ramps for disabled access. Attracting female teachers would also enhance the school’s capacity and create a more balanced learning environment. The provision of electricity is another area deserving of consideration.

Overall, PS KHURAHA represents a fundamental part of the educational landscape in rural Madhya Pradesh. While challenges remain, the school demonstrates a dedication to providing basic primary education to its community. The school’s focus on providing a safe and conducive learning environment, coupled with the provision of midday meals, points towards a holistic approach to student care and education. Continued support and resource allocation are key to fostering its growth and ensuring the success of its students.

The availability of an all-weather road ensures consistent accessibility for students and staff, regardless of weather conditions. This infrastructural advantage significantly contributes to maintaining regular school operations throughout the year.

The information provided showcases PS KHURAHA’s efforts in fulfilling its educational mandate within its existing resource limitations. While ongoing investment in the school is vital for its continued development, it remains a valuable asset within its community. Its commitment to providing a foundational education deserves recognition, and ongoing efforts to enhance its resources are essential to improving student outcomes.