SHALOM SCHOOL

SHALOM SCHOOL was established in 1997 and it is managed by the Unrecognised. It is located in Urban area. It is located in MADHUPUR block of DEOGHAR district of Jharkhand. The school consists of Grades from 1 to 8. 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. English 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 6 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 200 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 Applicable providing mid-day meal.

Shalom School: A Comprehensive Profile of a Jharkhand Primary School

Shalom School, a private, co-educational institution located in the urban area of Madhupur block, Deoghar district, Jharkhand, stands as a testament to the pursuit of education in a rural setting. Established in 1997, this primary school with upper primary classes (1-8) serves the community with a commitment to providing quality education.

The school’s infrastructure is notable for its six well-maintained classrooms housed within a private pucca building. Electricity ensures a conducive learning environment, while a functional library containing 200 books and a playground contribute to a holistic educational experience. The availability of hand pumps provides a reliable source of drinking water for students and staff. One boys’ toilet and one girls’ toilet cater to the sanitation needs of the students.

Instruction at Shalom School is delivered primarily in English, reflecting a commitment to fostering linguistic proficiency among its students. The school’s management is currently categorized as unrecognized, indicating an area of potential development and growth for the institution. The school is headed by a single head teacher, Anju Ponraj, who, alongside one female teacher, provides instruction to the student body.

The school’s operational structure is characterized by its urban location and accessibility via all-weather roads. Its academic session commences in April, adhering to the standard academic calendar. The school building is solely utilized by Shalom School and does not operate as a shift school.

The absence of a pre-primary section and computer-aided learning facilities highlights areas where future enhancements could further elevate the school’s educational offerings. The school’s focus remains on providing a solid foundation in primary and upper primary education within its existing resources.

Shalom School’s commitment to education is underscored by its provision of a library and playground, crucial for nurturing a holistic learning environment. The school’s well-maintained classrooms and reliable drinking water supply ensure a comfortable and functional learning space for the students.

Further development and support could include expanding the school’s technological infrastructure to integrate computer-aided learning, enhancing its library resources, and potentially exploring avenues to improve its recognized status. These initiatives could significantly broaden the educational opportunities available to the students.

The school’s single head teacher and female teacher display a dedication to the students’ education despite the limitations of resources. This commitment highlights the importance of supporting smaller educational institutions that play a crucial role in delivering primary and upper primary education to their communities.

The school’s location in an urban setting provides relative accessibility for students, and the availability of hand pumps as a source of drinking water indicates a focus on practicality and resourcefulness. The structure of one boys’ and one girls’ toilet suggests a consideration for gender-segregated sanitation facilities.

Shalom School’s existence underscores the dedication of educators in providing essential education within a community setting. Future investment in infrastructure and resources would greatly improve its capabilities and learning outcomes for its students. The school’s commitment to providing basic education in English reflects a desire to equip students with valuable language skills.

The school’s profile highlights the need for continued support and development in infrastructure and resources, while also celebrating the unwavering commitment of its teachers in shaping the future of their students. The information provided offers a comprehensive snapshot of Shalom School, its strengths, and areas for potential growth.