PS PIDARTALI

PS PIDARTALI was established in 1978 and it is managed by the Department of Education. It is located in Urban area. It is located in WAIDHAN block of SINGRAULI 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 5 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 But Broken 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 but not Prepared in School Premises providing mid-day meal.

PS PIDARTALI: A Profile of a Primary School in Singrauli, Madhya Pradesh

PS PIDARTALI, a government-run primary school, stands as a vital educational institution serving the urban community of Waidhan block in Singrauli district, Madhya Pradesh. Established in 1978 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, playing a crucial role in the local education landscape.

The school’s infrastructure comprises a government-owned building, featuring five classrooms in good condition, suitable for delivering quality education. While the school lacks a pre-primary section, its five classrooms offer sufficient space for the current student population. The building itself is surrounded by a pucca but broken boundary wall. Unfortunately, the school currently lacks an electricity connection, which presents a significant challenge for optimal teaching and learning.

Despite the absence of electricity, PS PIDARTALI ensures access to clean drinking water through functional hand pumps. The school provides a safe and hygienic environment with one functional boys’ toilet. However, the lack of a girls’ toilet highlights a critical infrastructural need. Other facilities such as a playground, library, and computer-aided learning lab are currently unavailable. Similarly, ramps for disabled access are absent.

The school’s teaching staff consists of one male teacher and two female teachers, totaling three dedicated educators who deliver instruction primarily in Hindi. The school’s management prioritizes providing mid-day meals, ensuring that students receive nutritious meals, although these meals are not prepared on the school premises. The absence of a school library and a lack of computers further underscore the need for additional resources to enhance educational opportunities for its students.

The school’s location in an urban setting offers accessibility, and all-weather roads ensure easy access for students and staff. The academic year commences in April, aligning with the regional academic calendar. While the school is not residential in nature, it plays a significant role in educating the children of the community.

Looking ahead, PS PIDARTALI’s future relies on addressing several infrastructural needs. The lack of electricity, a girls’ toilet, a playground, a library, computers, and a computer-aided learning lab represents opportunities for improvement. Securing these resources would significantly enhance the educational experience for the students.

The absence of a computer lab limits access to modern learning tools, and securing funding to establish one would be a considerable step towards improving educational outcomes. The procurement of books to establish a functional school library would likewise contribute to enhancing literacy and learning opportunities.

Addressing these infrastructural limitations would create a more comprehensive and supportive learning environment, allowing the school to fully realize its potential. Investing in these improvements would directly impact the academic success and overall well-being of the students at PS PIDARTALI.

The school’s dedicated teachers, despite the resource limitations, remain committed to providing quality education to the children in their care. Their efforts, combined with community support and strategic investment, can ensure PS PIDARTALI thrives and continues to serve its community for many years to come.

In conclusion, PS PIDARTALI, despite its current challenges, embodies the spirit of educational perseverance. With a strong foundation and dedicated educators, the school holds significant potential for growth and improvement. By addressing the identified infrastructural and resource needs, PS PIDARTALI can become an even more effective learning institution for the children of Waidhan.