PVT PS (1-5) ASTHA SCHOOL, KHAIRANA-6080

PVT PS (1-5) ASTHA SCHOOL, KHAIRANA-6080 was established in 2011 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in REHLI block of SAGAR 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 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 But Broken 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 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 Not Provided providing mid-day meal.

PVT PS (1-5) Astha School, Khairana: A Detailed Overview

PVT PS (1-5) Astha School, located in Khairana, is a private, co-educational primary school established in 2011. Situated in a rural area within the Rehli block of Sagar district, Madhya Pradesh, the school provides education for students from classes 1 to 5. Its instruction medium is Hindi, catering to the local linguistic needs. The school’s rural location and accessibility via all-weather roads ensure convenient access for students from the surrounding communities. The academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a private building with five well-maintained classrooms dedicated to teaching. In addition to these classrooms, the school features two rooms allocated for non-teaching activities, ensuring a conducive learning environment beyond the classroom setting. A separate room serves as the head teacher’s office and work space. The school building is enclosed by a pucca, albeit broken, boundary wall, providing a degree of security and demarcation. While lacking an electricity connection, the school utilizes hand pumps for its drinking water supply, ensuring access to clean drinking water is available for students and staff.

Sanitary facilities are available, with functional boys’ and girls’ toilets. The school’s outdoor facilities include a playground, providing a space for recreational activities and physical development. A library is present within the school premises, providing educational resources for students. Although it currently lacks books, the presence of the library signifies a commitment to enhancing educational resources and facilitating independent learning. The school’s accessibility remains a priority, with a need for ramps for disabled children not yet addressed.

The teaching staff consists of three male teachers and two female teachers, adding up to a total of five educators dedicated to shaping young minds. The absence of pre-primary sections means the school focuses specifically on providing quality primary education. The school’s management is private and unaided, relying on tuition fees and private funding for operational sustenance. The school’s management structure is completely private, without any governmental support. Meal provisions are currently not offered by the school, an aspect that could be explored further for nutritional support to the students.

The school’s academic offerings are limited to primary education (classes 1-5). The school’s commitment to education is evident through its well-maintained facilities. The focus on primary education underscores the school’s role in providing foundational learning to students in the area. The school aims to provide a solid basis for future educational pursuits. While lacking certain amenities such as electricity and a computer lab, the school’s dedication to education, evidenced by its functional facilities, makes it an important part of the local community.

The school’s location in a rural area and its focus on primary education highlight its critical role in providing basic educational opportunities to students who might otherwise have limited access. The school’s continued operation and efforts to upgrade infrastructure, particularly in areas like electricity and computer-aided learning, will further enhance its educational offerings and contribute to the overall development of the community. The school’s management’s commitment to improvement suggests a future with expanded resources and educational opportunities.