SATELLITE KALRELIYA BARDIYAUNCHA (1 TO 5)

SATELLITE KALRELIYA BARDIYAUNCHA (1 TO 5) was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in GAROTH block of MANDSAUR district of Madhya 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 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 Government building. It has got 1 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 42 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 Provided and Prepared in School Premises providing mid-day meal.

Satellite Kalreliya Bardiyauncha Primary School: A Comprehensive Overview

Satellite Kalreliya Bardiyauncha (1 to 5) Primary School, established in 2009, serves the rural community of Garot block in Mandsaur district, Madhya Pradesh. Managed by the Department of Education, this co-educational institution provides primary education from classes 1 to 5, using Hindi as the medium of instruction. The school’s accessibility is ensured by an all-weather road, enabling students to attend regardless of weather conditions. The academic year commences in April, following the standard Indian school calendar.

The school infrastructure comprises a government-provided building, housing a single classroom in good condition, along with two additional rooms for non-teaching activities and a dedicated space for the teacher. While lacking a boundary wall and electricity, the school possesses a functional hand pump providing essential drinking water for students and staff. A noteworthy aspect is the presence of a library, stocked with 42 books, fostering a love of reading amongst the young learners. Meals are provided and prepared on the school premises, ensuring students receive proper nutrition throughout the school day.

The teaching staff consists of a single male teacher, dedicated to providing quality education to the students. The school’s commitment to education is further highlighted by the availability of a library and the provision of mid-day meals. The absence of a playground might present a limitation, but the school actively addresses this by utilizing the available space for educational and recreational activities. The lack of computers and a computer-aided learning lab underscores a need for future development in technological integration. Nevertheless, the school’s focus remains on providing a fundamental education within its resource constraints.

Despite the lack of certain amenities, the school remains a vital part of the community, providing access to education for children in a rural setting. The school’s simple yet functional design emphasizes the core aspects of primary education. The government’s management ensures ongoing support and potential future improvements.

The absence of a pre-primary section might limit accessibility for younger children, but the school’s focus on providing a strong foundation in primary education remains a significant achievement. The absence of female teachers is a point that warrants attention, perhaps suggesting opportunities for future recruitment and diversification of the teaching staff.

The school’s location in a rural area highlights the importance of its role in bridging the educational gap in underserved communities. The dedicated teacher plays a crucial role in nurturing the students’ potential, despite the limitations in resources. This underscores the dedication and commitment of the teaching staff in providing quality education in challenging circumstances.

The library, though small, symbolizes a commitment to learning beyond the classroom. The 42 books offer a valuable resource for students to explore their interests and develop a lifelong love for reading.

The school’s focus on providing a foundational education, coupled with its commitment to student well-being through the mid-day meal program, reflects its dedication to the holistic development of its students. Future improvements in infrastructure and resource provision would further enhance the educational experience.

The establishment of the school in 2009 demonstrates a sustained commitment to providing education in the region. Continuous efforts towards development and improvements are necessary to ensure the school continues to thrive and meet the evolving needs of its students and the community it serves. Further investments in infrastructure, technology, and teacher training would be beneficial in creating a more enriching learning environment.