SATELLITE SCHOOL FULSINGH FALYA

SATELLITE SCHOOL FULSINGH FALYA was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in PANDHANA block of KHANDWA 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 Non-Ashram type (Govt.) 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 4 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 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 57 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 School Fulsingh Falya: A Comprehensive Profile

Satellite School Fulsingh Falya, located in the rural area of Pandhana block, Khandwa district, Madhya Pradesh, is a government-run primary school offering a valuable education to its students. Established in 2008 under the Department of Education, this co-educational institution caters to children from Class 1 to Class 5.

Infrastructure and Resources:

The school boasts four well-maintained classrooms, providing ample space for learning. A dedicated playground encourages physical activity, while a library containing 57 books fosters a love of reading. Hand pumps provide a reliable source of drinking water, and the school has separate functional boys’ and girls’ toilets, ensuring a safe and hygienic environment. Importantly, the school is a residential institution, specifically a Non-Ashram type (Govt.), offering accommodation for its students. The school building also includes additional rooms for non-teaching purposes. Noteworthy is the presence of a ramp for disabled children, ensuring inclusivity and accessibility.

Teaching and Learning:

The school’s medium of instruction is Hindi, taught by two male teachers. The school offers a mid-day meal program, ensuring that students are well-nourished and ready to learn. The school does not currently offer computer-aided learning or have computers available.

Accessibility and Surroundings:

The school is easily accessible via an all-weather road and is situated in a rural setting. The academic session commences in April.

Key Features Summarized:

• Location: Rural area of Pandhana block, Khandwa district, Madhya Pradesh.
• Establishment Year: 2008.
• Management: Department of Education.
• Grades Offered: 1 to 5.
• School Type: Co-educational.
• Instruction Medium: Hindi.
• Building Type: Government.
• Classrooms: 4.
• Toilets: Separate boys’ and girls’ toilets.
• Library: Yes, with 57 books.
• Playground: Yes.
• Drinking Water: Hand pumps.
• Residential: Yes, Non-Ashram type (Govt.).
• Accessibility: All-weather road.
• Mid-day Meal: Provided and prepared in school premises.
• Boundary Wall: No

Further Development Opportunities:

While the school provides essential educational services, opportunities for growth exist. The introduction of computer-aided learning and increased library resources would further enhance the learning experience. Adding female teachers would foster a more balanced and representative teaching staff. The absence of a boundary wall poses a safety consideration worthy of future investment. Securing electricity would significantly improve the school’s functionality and learning environment.

Conclusion:

Satellite School Fulsingh Falya plays a crucial role in providing primary education in a rural area. Its dedication to its students, evidenced by its commitment to providing a mid-day meal and ensuring accessibility for children with disabilities, is commendable. Future investments in infrastructure and resources would help it even further realize its potential to uplift the community.