PVT. DREAM VELLY PUBLIC SCHOOL SUKHA

PVT. DREAM VELLY PUBLIC SCHOOL SUKHA was established in 2015 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BEOHARI block of SHAHDOL district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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. English 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 Barbed Wire Fencing 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 100 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 Applicable providing mid-day meal.

PVT. DREAM VELLY PUBLIC SCHOOL SUKHA: A Comprehensive Overview

PVT. DREAM VELLY PUBLIC SCHOOL SUKHA, established in 2015, is a private, co-educational primary school located in the rural BEOHARI block of SHAHDOL district, Madhya Pradesh. Operating under private, unaided management, this institution provides education for students from Class 1 to Class 5. The school’s commitment to quality education is evident in its facilities and teaching staff.

Infrastructure and Resources: The school boasts a well-maintained infrastructure, including eight classrooms in good condition, plus additional rooms for non-teaching activities and a dedicated space for the head teacher. A secure barbed wire fence encloses the school grounds, ensuring student safety. The school also benefits from a reliable electricity connection and a readily available tap water source for drinking.

Educational Approach: English serves as the primary medium of instruction, aligning with modern educational standards. The school’s curriculum caters to the needs of young learners, fostering a supportive and engaging learning environment. The presence of a library stocked with 100 books further enhances the learning experience, providing students with access to diverse reading materials. A dedicated playground encourages physical activity and holistic development.

Teaching Staff and Student Support: The school employs a dedicated team of teachers, consisting of one male teacher, one female teacher, and two pre-primary teachers. This small, focused staff ensures individual attention for each student, allowing for personalized learning and support. The school’s commitment to inclusive education is demonstrated through its provision of separate, functional boys’ and girls’ toilets.

Accessibility and Amenities: While the school does not currently offer computer-aided learning or ramps for disabled students, its basic facilities are functional and cater to the needs of its students. The school’s location is accessible via an all-weather road, ensuring that students can attend school reliably regardless of weather conditions.

Community Engagement: Although the school’s specific community engagement programs are not detailed in the provided data, its location in a rural area suggests a strong connection with the local community, contributing to the educational development of the region. Further research into local community involvement would provide more complete information.

Academic Focus: The school focuses solely on primary education (Classes 1-5), providing a strong foundation for future academic pursuits. Its pre-primary section allows for early childhood development, preparing students for their formal schooling. The school’s academic year commences in April, aligning with the typical academic calendar in the region.

Future Aspirations: The information provided does not detail the school’s future goals or aspirations. However, considering its existing structure and the dedication of its teaching staff, it is likely that PVT. DREAM VELLY PUBLIC SCHOOL SUKHA will continue to strive for excellence in providing quality primary education within its community.

Conclusion: PVT. DREAM VELLY PUBLIC SCHOOL SUKHA stands as a testament to the dedication to providing primary education in rural areas. While there are areas for potential improvement, the school’s existing infrastructure, experienced teachers, and commitment to a supportive learning environment make it a valuable asset to the community.

Keywords: PVT. DREAM VELLY PUBLIC SCHOOL SUKHA, SHAHDOL, Madhya Pradesh, Primary School, Co-educational, Rural Education, Private School, Education in India, School Infrastructure, Teaching Staff, Library, Playground.