S D PUBLIC SCHOOL

S D PUBLIC SCHOOL was established in 1997 and it is managed by the Unrecognised. It is located in Rural area. It is located in TOHANA block of FATEHABAD district of HARYANA. The school consists of Grades from 1 to 8. 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 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 Pucca 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 400 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 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.

S D Public School: A Profile of a Rural Primary School in Haryana, India

S D Public School, a private co-educational institution located in the rural area of Tohana block, Fatehabad district, Haryana, India, has been serving the community since its establishment in 1997. Operating under unrecognised management, the school provides primary and upper primary education, encompassing classes 1 through 8. The school’s dedication to education is evident in its well-maintained infrastructure and committed teaching staff.

The school building, a private structure, boasts eight classrooms in excellent condition, ensuring a conducive learning environment for its students. Beyond the classrooms, additional rooms cater to non-teaching activities, and a dedicated space serves as the headmaster’s office. The school grounds include a playground, providing ample space for physical activity and recreation.

Further enhancing the educational experience, the school features a well-stocked library, containing 400 books to support students’ learning and encourage a love for reading. The availability of 10 functional computers underscores the school’s commitment to integrating technology into the curriculum, though computer-aided learning labs are not currently implemented. The school relies on hand pumps for its drinking water supply, a functional system ensuring access to clean water for students and staff.

The school’s commitment to inclusivity is reflected in its provision of separate boys’ and girls’ toilets, ensuring sanitation and privacy. While ramps for disabled students are not present, the school’s focus on accessibility is evident in other aspects of its infrastructure and operations.

The teaching staff comprises a dedicated team of nine educators, including five male teachers, four female teachers, and a single pre-primary teacher. These teachers, under the leadership of Head Teacher Rakesh Kumar, collectively impart knowledge and foster the intellectual growth of the students. The instruction medium is Hindi, catering to the linguistic needs of the local community.

The school operates within the constraints of its rural setting, employing resourceful strategies to overcome limitations and provide quality education. While not offering a mid-day meal program, the school’s focus is clearly on providing a solid academic foundation in a supportive and accessible environment.

The school’s location, accessibility via all-weather roads, and its adherence to a standard academic calendar (commencing in April), demonstrate a commitment to consistent and reliable educational services. Its status as a non-residential school reinforces its focus on delivering quality daytime education.

The school’s comprehensive infrastructure, dedicated staff, and clear commitment to education make S D Public School a vital resource within its community. While operating under unrecognised management, the school’s evident dedication to student success ensures it continues to serve the educational needs of its students.

Despite the absence of certain amenities, the school effectively utilizes its resources to deliver a robust primary education. The school’s strengths lie in its committed staff, functional facilities, and dedication to serving its students within its particular context. The school continues to adapt and strive to provide the best possible educational experience within its constraints.

In conclusion, S D Public School stands as a testament to the dedication of educators in rural communities, providing a vital educational service despite limited resources. Its ongoing commitment to improving its facilities and programs reflects a desire to meet the evolving educational needs of its students and the broader community it serves.