PS SANSKAR MID. SCHOOL KAUDIYA

PS SANSKAR MID. SCHOOL KAUDIYA was established in 2013 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KARKELI block of UMARIA district of Madhya Pradesh. The school consists of Grades from 1 to 8. 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 Private building. It has got 8 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 Well 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 46 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

PS Sanskar Mid. School Kaudiya: A Comprehensive Profile

PS Sanskar Mid. School Kaudiya, a private co-educational institution located in the rural area of KARKELI block, UMARIA district, Madhya Pradesh, stands as a testament to educational accessibility in a rural setting. Established in 2013 under private unaided management, the school caters to students from Class 1 to Class 8, offering primary and upper primary education. The school’s commitment to providing quality education is evident in its facilities and teaching staff.

The school boasts eight well-maintained classrooms, designed to facilitate effective learning. A dedicated head teacher, Kalpna Singh, leads a team of nine teachers – four male and five female educators – ensuring a balanced and supportive learning environment. The school utilizes Hindi as the primary medium of instruction, making it accessible to the local community.

Infrastructure and Resources:

The school’s infrastructure includes a pucca (permanent) boundary wall, providing a secure environment for students. A functional well serves as the primary source of drinking water, ensuring the students’ hydration needs are met. Separate functional boys’ and girls’ toilets emphasize hygiene and safety.

Furthermore, PS Sanskar Mid. School Kaudiya features a library stocked with 46 books, promoting reading and knowledge acquisition. The presence of a playground underscores the school’s commitment to fostering physical activity and holistic development. The school’s accessibility is further enhanced by ramps for disabled children, ensuring inclusivity. Notably, the school also possesses a single computer for educational purposes.

Academic Focus and Approach:

The school’s commitment to providing a robust education is further evidenced by its academic offerings. While it doesn’t offer a pre-primary section or provide midday meals, the school’s focus on primary and upper primary education lays a strong foundation for future learning. The curriculum, delivered in Hindi, is tailored to the needs and context of the local community. The absence of computer-aided learning highlights the need for potential future development in this area, while the availability of a single computer offers a stepping stone for digital literacy.

Community Engagement and Future Aspirations:

PS Sanskar Mid. School Kaudiya’s location in a rural area emphasizes its vital role in providing educational opportunities to the local community. Its well-maintained infrastructure and dedicated teaching staff showcase a commitment to providing a conducive learning environment. Though it presently lacks electricity, the school’s existing facilities and resources represent a commendable effort to cater to the educational needs of the children in its area.

Conclusion:

PS Sanskar Mid. School Kaudiya, despite some limitations, serves as a valuable educational resource for the rural community. Its dedicated teachers, adequate infrastructure, and focus on primary and upper primary education lay a strong foundation for students’ future academic pursuits. Future development could involve expanding facilities, incorporating technology, and potentially integrating additional resources to further enhance the learning experience for its students. The school’s commitment to providing education in a rural area deserves recognition and continued support.