SANT NANAK PUBLIC SCHOOL

SANT NANAK PUBLIC SCHOOL was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LALORIKHERA block of PILIBHIT district of Uttar 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 N/A 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 Rented 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 boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 Provided providing mid-day meal.

SANT NANAK PUBLIC SCHOOL: A Rural Primary School in Pilibhit, Uttar Pradesh

SANT NANAK PUBLIC SCHOOL, located in the rural LALORIKHERA block of PILIBHIT district in Uttar Pradesh, is a primary school offering education from Class 1 to Class 5. Established in 2003, this co-educational school is managed by the private, unaided sector and caters to the educational needs of the local community.

The school operates from a rented building with five well-maintained classrooms dedicated to instruction. Additional rooms are available for non-teaching activities, and the school has a designated room for the headmaster/teacher. The school boasts a playground for physical activities, a library stocked with 100 books, and a pucca boundary wall ensuring a secure environment for learning.

Despite being located in a rural area, the school faces some challenges. The school lacks an electricity connection, limiting the possibilities for technology-aided learning. Additionally, the school currently does not provide drinking water facilities, necessitating the need for alternative solutions.

SANT NANAK PUBLIC SCHOOL relies on a teaching staff of two male teachers, providing a student-teacher ratio conducive to individual attention. The school utilizes Hindi as the medium of instruction, making it accessible to the local community.

While the school doesn’t offer a pre-primary section or a computer-aided learning lab, it does have a playground and library, promoting holistic development. The school also prioritizes accessibility by having both boys’ and girls’ toilets, although it lacks ramps for disabled students.

SANT NANAK PUBLIC SCHOOL strives to provide a conducive learning environment despite resource constraints. The school’s commitment to education in a rural setting highlights the importance of accessible and quality primary education for young students.

Key Features of SANT NANAK PUBLIC SCHOOL:

• School Type: Co-educational
• Grades: 1-5
• Instruction Medium: Hindi
• Management: Pvt. Unaided
• Building: Rented
• Classrooms: 5
• Other Rooms: 2
• Library: Yes
• Books in Library: 100
• Playground: Yes
• Drinking Water: None
• Toilets: Boys’ (1), Girls’ (1)
• Electricity: No
• Boundary Wall: Pucca
• Computer Aided Learning: No
• Computers: 0
• Mid-Day Meal: Not Provided
• Total Teachers: 2
• Male Teachers: 2

Accessibility:

• Ramp for Disabled: No

Overall:

SANT NANAK PUBLIC SCHOOL, despite its limited resources, provides basic primary education to students in a rural area. The school’s emphasis on a conducive learning environment and its efforts to accommodate basic necessities like toilets and a playground demonstrate its dedication to providing quality education to the local community.

Further Development:

The school’s future development could benefit from addressing its lack of electricity connection, improving drinking water facilities, and exploring the potential of technology-aided learning. Providing ramps for disabled students would also enhance the school’s accessibility and inclusivity.