SARDARPURA P.S.

SARDARPURA P.S. was established in 1959 and it is managed by the Local body. It is located in Rural area. It is located in VIRPUR block of MAHISAGAR district of Gujrat. 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. Gujarati 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 Government building. It has got 2 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 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 215 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SARDARPURA Primary School: A Profile

SARDARPURA Primary School (SARDARPURA P.S.), established in 1959, serves the rural community of VIRPUR block in MAHISAGAR district, Gujarat. Managed by the local body, this government-run institution offers primary education, encompassing classes 1 through 5. The school’s co-educational environment caters to the needs of both boys and girls, fostering a holistic learning experience.

The school infrastructure comprises a government building equipped with two well-maintained classrooms dedicated to instruction. These classrooms are supplemented by additional rooms for non-teaching activities, including a dedicated space for the head teacher. The school’s robust infrastructure is further bolstered by a pucca boundary wall, ensuring safety and security. A reliable electricity connection powers the school’s operations, facilitating teaching and learning activities.

Access to clean drinking water is ensured through a functional tap water system, prioritizing the students’ health and well-being. The school’s commitment to inclusivity is evident in its provision of ramps for disabled children, enabling equal access to education for all. Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet, reflecting the school’s dedication to hygiene.

Enhancing the learning experience, SARDARPURA P.S. boasts a well-stocked library housing 215 books, fostering a love for reading and knowledge acquisition. A dedicated playground provides a space for recreational activities, promoting physical development and healthy lifestyles among the students. The school’s commitment to technological integration is underscored by the presence of 11 functional computers, although computer-aided learning is not currently implemented.

The school’s dedicated teaching staff comprises two male teachers and a head teacher, RAMANBHAI D PATEL, guiding the students’ academic journey. The curriculum is taught in Gujarati, catering to the local linguistic context. The midday meal program is provided and prepared on-site, ensuring that students receive proper nourishment.

The school’s operational model is noteworthy. Its rural location necessitates accessibility via an all-weather road. The academic session adheres to the standard April commencement. The absence of a pre-primary section aligns with the school’s primary focus, while the “Others” categorization for class 10 and 10+2 board affiliation suggests a flexible approach to higher education pathways.

The school’s operational details, like the lack of contract teachers, and the information on its management, paint a complete picture of its functioning. The absence of data on latitude and longitude might limit precise location mapping, but the provided details concerning its address and district place it within a definable geographical area.

This information, including the school’s establishment year, its management structure, its infrastructure, the teaching staff, and the various facilities it offers, offers a comprehensive overview of SARDARPURA Primary School. It highlights the school’s commitment to providing quality primary education to the rural community it serves. Further information, particularly on the school’s performance metrics and future plans, would enrich its profile.

Finally, the absence of certain data points, such as contact information and geographical coordinates, presents opportunities for future improvement in the school’s profile. Adding this information would improve its online visibility and facilitate communication between the school, parents, and other stakeholders. The overall profile is, however, informative and provides a strong foundation for understanding this vital educational institution.