PVT HS (1-10) MAA HARISIDDHI MORDEN, BATIYAGARH (6022)

PVT HS (1-10) MAA HARISIDDHI MORDEN, BATIYAGARH (6022) was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BATIYAGARH block of DAMOH district of Madhya Pradesh. The school consists of Grades from 1 to 10. The school is Co-educational and it 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 10 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 80 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 Applicable providing mid-day meal.

PVT HS (1-10) Maa Harisiddhi Morden: A Comprehensive Profile

PVT HS (1-10) Maa Harisiddhi Morden, located in Batiyagarh, Damoh district, Madhya Pradesh, is a private, co-educational school established in 2003. Operating under private unaided management, it caters to students from Class 1 to Class 10, offering a primary, upper primary, and secondary education. The school’s rural setting is served by an all-weather road, ensuring accessibility for students and staff. The academic year commences in April, following a standard Indian school calendar.

The school boasts a well-maintained infrastructure, including ten classrooms in good condition and additional space for non-teaching activities. While it lacks a boundary wall, it does have a reliable electricity supply. The provision of tap water ensures access to clean drinking water for all. The school’s commitment to inclusivity is evident in the presence of ramps for disabled children, guaranteeing equitable access to education.

The school’s teaching staff comprises seven male teachers and five female teachers, along with two dedicated pre-primary teachers, totaling twelve educators. Hindi serves as the medium of instruction, aligning with the local language and cultural context. The school prioritizes learning resources, with a library containing 80 books and a single functional computer available for educational purposes.

Despite the absence of a computer-aided learning lab, the school possesses essential facilities like a playground, promoting physical activity and recreation. Separate functional toilet facilities are available for both boys and girls, highlighting a commitment to basic hygiene standards. While the school offers a pre-primary section, it does not provide mid-day meals.

The school’s commitment to education is further reinforced by its presence of a library, a functional playground, and accessible drinking water. These features contribute to a holistic learning environment, encompassing academic excellence and well-being. The school’s rural location highlights its important role in providing educational opportunities in a less-developed area.

The school’s infrastructure, while modest, meets the basic requirements for effective teaching and learning. The presence of a library, even with a limited number of books, demonstrates a dedication to enriching the students’ learning experience beyond the classroom.

The school’s commitment to accessibility is commendable, with ramps ensuring inclusivity for students with disabilities. This reflects a proactive approach to catering to the needs of all learners and creating an equitable learning environment.

The all-weather road accessibility ensures that students can attend school regardless of weather conditions, minimizing disruptions to their education. This is especially significant in rural areas where weather can often impact transportation.

The school’s co-educational nature fosters a diverse and inclusive learning community, benefiting both boys and girls equally. This environment contributes to the overall positive learning experience provided to students.

The limited number of computers does not detract from the school’s educational impact. The focus on fundamental educational resources, combined with dedicated teachers, suggests a dedication to providing a solid foundation in education to the students in its care. Future expansion of facilities and resources would likely further enhance the quality of education offered.