Pvt Gourish Futuristic Public School Dhawaiha

Pvt Gourish Futuristic Public School Dhawaiha was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DEOSAR block of SINGRAULI 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 Private 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 9 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 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 20 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 Gourish Futuristic Public School Dhawaiha: A Comprehensive Overview

Pvt Gourish Futuristic Public School Dhawaiha, established in 2014, is a private, co-educational primary and upper primary school (classes 1-8) located in the rural area of Deosar block, Singrauli district, Madhya Pradesh. The school operates under private, unaided management and provides education in English. Its location ensures accessibility via all-weather roads, making it convenient for students from the surrounding area. The academic session commences in April, aligning with the standard academic calendar.

The school infrastructure includes a private building equipped with nine classrooms, all in good condition. Additional space is available for non-teaching activities and a dedicated room for the head teacher. While the school boasts a playground and a library stocked with 20 books, it lacks a boundary wall. However, it does have electricity and functional hand pumps providing clean drinking water. Toilets are available for both boys and girls. Importantly, ramps are in place to ensure accessibility for disabled students, demonstrating a commitment to inclusivity.

The school’s resources also include one functional computer for educational purposes, though a dedicated computer-aided learning lab is not yet available. The school employs a total of eight teachers: one male teacher, seven female teachers, and one head teacher, Ankita Singh. The school does not offer a pre-primary section or mid-day meals.

The school’s commitment to education is evident in its provision of essential facilities and its dedicated teaching staff. The presence of a library, playground, and accessible infrastructure reflects an attempt to provide a holistic learning environment for its students. While there is room for improvement in certain areas, like adding a boundary wall and expanding its technological resources, the school serves as a valuable educational resource for the community.

The school’s location in a rural area highlights its role in bridging the educational gap in underserved communities. By providing access to quality education in English, the school contributes to the overall development of the region. The absence of a pre-primary section, however, might present a challenge for parents seeking early childhood education for their children.

The management structure as a private, unaided institution indicates its reliance on tuition fees and private funding. This financial model could potentially influence the scope of expansion and improvement within the school. Further investment might be required to enhance existing facilities and incorporate more advanced teaching methods and technology.

The availability of one computer underscores the need for greater technological integration in the curriculum. Investing in a computer-aided learning lab could significantly improve the quality of education and provide students with valuable digital literacy skills. This could involve seeking grants or collaborating with NGOs focused on educational technology.

The presence of a library, albeit a small one, is a valuable asset in fostering a love of reading and learning. Expanding the library’s collection and establishing a regular reading program could encourage greater literacy among the students. Partnerships with local organizations or libraries could help in acquiring more books and resources.

The absence of a boundary wall might present some security concerns. Securing funding or community support to construct a boundary wall would enhance the safety and security of the school premises, creating a more protected environment for students and staff. This could also potentially improve the overall perception of the school within the community.

In conclusion, Pvt Gourish Futuristic Public School Dhawaiha plays a vital role in providing primary and upper primary education in a rural area. While the school has achieved notable success in establishing a functional educational space, there are areas where further development and expansion could be beneficial. The focus should be on enhancing technology integration, expanding library resources, and improving security infrastructure to create an even more comprehensive and supportive learning environment for its students.