PS POORE ASHA RAM

PS POORE ASHA RAM was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in SATAON block of RAE BARELI district of Uttar 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 N/A 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 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 50 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 Poore Asha Ram: A Rural Primary School in Rae Bareli, Uttar Pradesh

PS Poore Asha Ram, a government-run primary school, serves the rural community of SATAON block in Rae Bareli district, Uttar Pradesh. Established in 2004, this co-educational institution falls under the Department of Education’s management and offers classes from 1st to 5th standard. The school’s primary language of instruction is Hindi.

The school building, a government-provided structure, houses five classrooms in good condition. Additional space is available for non-teaching activities, including a dedicated room for the head teacher. While lacking a boundary wall and electricity, the school boasts a functional playground and a library stocked with 50 books. A reliable source of drinking water is provided through hand pumps.

Sanitary facilities are available, with one functional toilet each for boys and girls. The school’s infrastructure currently doesn’t include ramps for disabled access or computer-aided learning facilities. The absence of computers also limits the opportunities for technology-integrated education.

Currently, the school employs a staff of five female teachers and one head teacher, Maya Bajpai, ensuring a student-teacher ratio conducive to effective learning. The school provides and prepares mid-day meals on its premises, addressing the nutritional needs of its students.

PS Poore Asha Ram, despite its resource limitations, demonstrates a commitment to providing primary education to the rural community. The presence of a library and a playground highlights the school’s dedication to fostering a holistic learning environment.

The school’s lack of electricity and boundary wall presents opportunities for future development and improvement of infrastructure. The absence of computers and computer-aided learning further highlights areas for potential enhancement. These areas offer avenues for external support and investment to further improve the educational experience.

The school’s reliance on hand pumps for drinking water underscores the need for consistent maintenance to ensure a safe and reliable water supply. The availability of separate toilets for boys and girls represents a positive aspect of the school’s infrastructure.

The management, under the Department of Education, plays a crucial role in resource allocation and ensuring the school’s continued operational efficiency. The effective utilization of the existing resources and infrastructure by the five teachers is commendable.

Moving forward, strategic planning and collaboration with local organizations could help address the identified infrastructural gaps and enhance the learning experience for students at PS Poore Asha Ram. Acquiring computers and implementing computer-aided learning programs could significantly improve the quality of education.

The provision of mid-day meals contributes significantly to the well-being of the students, thereby ensuring their consistent attendance and engagement in learning. The school’s dedication to education in a rural setting serves as a beacon of hope for the community.