PS TATHAGAT TRISHARAN S S

PS TATHAGAT TRISHARAN S S was established in 1999 and it is managed by the Madarsa Unrecognized. It is located in Rural area. It is located in JAGDISHPUR block of AMETHI CSM NAGAR 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 Non-Ashram type (Govt.) 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 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 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 30 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 Not Provided providing mid-day meal.

PS TATHAGAT TRISHARAN S S: A Rural Primary School in Amethi

PS TATHAGAT TRISHARAN S S, located in the JAGDISHPUR block of AMETHI CSM NAGAR district in Uttar Pradesh, is a primary school catering to students from classes 1 to 5. Established in 1999, the school operates under the management of Madarsa Unrecognized, offering a co-educational learning environment.

The school, situated in a rural area, emphasizes Hindi as the primary medium of instruction. It boasts a well-maintained building with five classrooms, all in good condition. The school also provides two additional rooms for non-teaching activities and a dedicated space for the headmaster/teacher. A pucca boundary wall ensures safety and security for the students.

While the school lacks electricity, it provides access to clean drinking water through hand pumps. Basic sanitation facilities include separate boys’ and girls’ toilets, both functional and essential for maintaining hygiene.

The school recognizes the importance of extracurricular activities and offers a playground for students to engage in physical exercise and recreational pursuits. A library, stocked with 30 books, provides students with opportunities to explore the world of literature and enhance their learning beyond the classroom.

PS TATHAGAT TRISHARAN S S strives to provide a conducive learning environment for young minds. The dedicated team of eight teachers, consisting of five male teachers and three female teachers, plays a crucial role in nurturing the students’ academic and personal growth. The school’s focus on providing a safe and nurturing environment, along with access to essential facilities, makes it a valuable resource for the local community.

Despite lacking access to computers and a computer-aided learning lab, the school prioritizes the fundamental aspects of education. The lack of a pre-primary section and mid-day meal program reflects the school’s current resource limitations.

Despite these limitations, PS TATHAGAT TRISHARAN S S continues to serve the educational needs of the community, offering a solid foundation in basic education. Its commitment to providing a conducive learning environment for students in a rural setting highlights its importance in shaping the future of the local community.

This school, along with other similar institutions, plays a crucial role in bridging the educational gap and empowering future generations in rural areas. By providing access to basic education and nurturing the potential of students, these schools contribute to the overall development of the region.

The data presented on PS TATHAGAT TRISHARAN S S provides a glimpse into the functioning of a typical primary school in a rural setting. It underscores the importance of addressing challenges related to infrastructure, resources, and access to technology in order to enhance the quality of education in these communities.