PS PUTPURIYA TOLA

PS PUTPURIYA TOLA was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in DEOSAR 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 No Building building. It has got 0 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 None and it is functional. The school has 0 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 PUTPURIYA TOLA: A Rural Primary School in Singrauli, Madhya Pradesh

PS PUTPURIYA TOLA, a primary school located in the rural Deosar block of Singrauli district, Madhya Pradesh, opened its doors in 2014. Managed by the Department of Education, this co-educational institution caters to students from Classes 1 to 5, offering a foundational education within the community. The school’s Hindi-medium instruction ensures accessibility for local students.

Despite its rural setting, the school strives to provide a suitable learning environment. While lacking a dedicated school building, it operates with available resources. The absence of a boundary wall underscores the need for community involvement in safeguarding the school’s premises. Similarly, the lack of electricity highlights the challenges faced in providing a modern learning experience.

The absence of a library and playground underscores the need for further development to enhance extracurricular activities and learning resources. The school’s reliance on external sources for mid-day meals reflects the need for improved infrastructure. The unavailability of computers and computer-aided learning further points towards the need for technological upgrades to equip students with 21st-century skills.

The school’s academic focus is primarily on the core curriculum for primary grades. The lack of pre-primary classes and the absence of dedicated teaching staff highlight the need for additional resources to expand the school’s capacity and offerings. The complete lack of teachers, despite the school’s existence for several years, presents a significant challenge to its continued operation.

The school’s location on an all-weather road improves accessibility for students, regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar. However, critical infrastructure deficits, including the lack of toilets, drinking water, and a boundary wall pose significant challenges to the school’s functionality and safety.

The school’s absence of a dedicated building necessitates alternative arrangements for classrooms and administrative spaces, emphasizing the need for improved infrastructure. Furthermore, the lack of computers and technology-based learning opportunities limits the students’ exposure to modern educational tools and resources.

Addressing the absence of essential amenities, such as toilets and drinking water, is paramount to ensuring a hygienic and safe learning environment for the students. The provision of these basic needs would significantly improve the overall school experience.

The lack of a library and playground limits the students’ access to supplementary learning materials and recreational opportunities. The provision of these facilities would enrich the educational experience and promote holistic development.

The school’s dependence on external sources for mid-day meals emphasizes the need for on-site meal preparation facilities to ensure consistent and nutritious meals for students. This would guarantee food safety and better manage the meal provision process.

The overall improvement of PS PUTPURIYA TOLA requires a concerted effort from the community, local authorities, and educational organizations. Addressing the critical infrastructure deficits and providing essential resources would significantly enhance the learning experience for the students and contribute to their overall development. The long-term goal should be to create a safe, well-equipped, and conducive learning environment that supports the students’ academic and personal growth.