SHEETLA PS/MS AMOLA

SHEETLA PS/MS AMOLA was established in 1995 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KARAIRA block of SHIVPURI district of Madhya Pradesh. 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 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 Rented 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 But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well 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.

Sheetla PS/MS Amola: A Comprehensive Overview of a Rural Primary School

Sheetla PS/MS Amola, a primary school nestled in the KARAIRA block of SHIVPURI district, Madhya Pradesh, stands as a testament to rural education. Established in 1995, this privately managed, co-educational institution caters to students from Class 1 to Class 8, offering a crucial educational foundation to the community. The school’s Hindi-medium instruction ensures accessibility for the local population. Operating from a rented building, the school’s infrastructure consists of six well-maintained classrooms, along with additional rooms for administrative and non-teaching purposes.

The school’s commitment to providing a conducive learning environment is further evident in its facilities. A functional library houses a collection of 200 books, offering students access to a wealth of knowledge beyond the classroom. The availability of a playground fosters physical activity and healthy development, while a well ensures access to clean drinking water. The school also provides separate functional boys’ and girls’ toilets, emphasizing the importance of hygiene and sanitation. Importantly, the school is equipped with ramps, ensuring accessibility for differently-abled students.

The teaching staff comprises a dedicated team of eight educators, including six male and two female teachers, under the leadership of Head Teacher HEMANT. The school’s management operates under a private, unaided structure, reflecting its commitment to providing quality education within the community. The school’s urban location ensures its accessibility to students, while its all-weather road accessibility facilitates consistent attendance.

The school’s academic focus is on providing a primary and upper primary education (classes 1-8). The absence of a pre-primary section and the “Not Applicable” status regarding midday meals reflects the school’s current operational structure. The school operates without the aid of computers or computer-aided learning, underscoring the need for potential future technological enhancements.

Sheetla PS/MS Amola’s infrastructure includes a pucca boundary wall, although it’s noted to be in a state of disrepair. The school’s reliable electricity connection ensures a consistent learning environment. The school’s residential status is noteworthy, though the specific residential type remains “Not Applicable,” requiring further clarification.

The school’s consistent operation since 1995 showcases its resilience and importance within the community. It provides essential primary education, a vital step towards broader educational and societal advancement for its students.

The lack of computer-aided learning represents a potential area for improvement and aligns with a broader national need for increased technology integration in educational settings.

Despite its limitations, the school’s dedication to providing a quality education with functional facilities is commendable.

The school’s location in an urban area enhances accessibility for its students.

Further investment in resources and infrastructure could significantly boost the school’s capabilities and contribute to enhanced student learning outcomes.