PS PHARAHAD 329

PS PHARAHAD 329 was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in SIRMOUR 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 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 0 girls toilet and it is functional. The school has no 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 PHARAHAD 329: A Rural Primary School in Rewa, Madhya Pradesh

PS PHARAHAD 329, a government-run primary school, serves the rural community of Sirmour block in Rewa district, Madhya Pradesh. Established in 2002 under the Department of Education, this co-educational institution provides education from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff and the resources available.

The school’s infrastructure, while modest, meets the basic needs of its students. It comprises two classrooms in good condition, ensuring adequate space for learning. Although lacking a boundary wall and electricity, the school provides access to clean drinking water through hand pumps. A notable feature is the provision of ramps for disabled children, emphasizing the school’s commitment to inclusivity.

The school’s teaching staff consists of one female teacher, dedicated to providing quality education to the students. Hindi serves as the primary language of instruction. The school’s operational efficiency is further demonstrated by the provision of mid-day meals, prepared and served on the school premises. The mid-day meal program ensures that students receive proper nourishment, vital for their academic success and overall well-being.

The absence of a library and computer-aided learning facilities highlights areas where improvements could enhance the educational experience. The lack of computers also underscores the need for increased technological integration to equip students with essential 21st-century skills. However, the school’s dedication to providing a functional learning environment remains commendable.

The school’s location in a rural area, while presenting some logistical challenges, underscores its vital role in providing access to primary education to children who might otherwise lack opportunities. The school’s accessibility via an all-weather road further enhances its reach and convenience for students and their families.

The school’s management is dedicated to providing a safe and supportive learning environment, reflected in the availability of a boys’ toilet. Despite the absence of certain amenities, the school remains steadfast in its commitment to provide quality education to the children of the community. The lack of a playground and other recreational spaces, however, presents an opportunity for future improvements.

The academic year commences in April, aligning with the typical academic calendar in India. The school’s modest size fosters a close-knit community, enabling teachers to engage individually with students and address their unique learning needs effectively.

The school’s operation as a single-shift school reflects efficient resource management. The absence of a pre-primary section currently focuses resources on the core primary grades. Future expansion or the addition of pre-primary classes may be considered based on the community’s evolving needs.

While PS PHARAHAD 329 faces certain challenges, particularly regarding infrastructure and resource limitations, its commitment to providing basic primary education to the rural community remains unwavering. The dedicated teacher and the provision of mid-day meals highlight the school’s dedication to the well-being of its students.

Further investment in infrastructure, technology, and additional resources would significantly enhance the educational experience for the children attending PS PHARAHAD 329, ensuring they receive a holistic and enriching learning environment. Continuous improvement and community support are crucial to the school’s continued success and its role in empowering the next generation.