SSM GHANSALI

SSM GHANSALI was established in 1983 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHILANGANA block of TEHRI GARHWAL district of Uttarakhand. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is N/A 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 Private building. It has got 8 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 4 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 168 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

SSM Ghansali: A Comprehensive Profile of a Rural Primary School in Uttarakhand

SSM Ghansali, a private, co-educational primary school, stands as a vital educational institution serving the rural community of Tehri Garhwal district in Uttarakhand, India. Established in 1983, this school plays a crucial role in providing primary education to children in the region.

The school’s infrastructure includes eight well-maintained classrooms, ensuring adequate space for learning activities. A key feature is the presence of a library, stocked with 168 books, fostering a love for reading among the students. Furthermore, the school boasts a playground, crucial for the physical development and recreation of the children. The availability of tap water ensures access to clean drinking water, a necessity for a healthy learning environment. Technological resources are also present, with 10 functional computers available for educational use.

The school’s academic structure caters to students from Class 1 to Class 5, focusing on primary education. Hindi serves as the medium of instruction, making learning accessible to the local community. The school’s management is private and unaided, highlighting its commitment to providing education independently. The school building itself is privately owned. Four boys’ toilets and three girls’ toilets provide essential sanitation facilities.

The dedicated teaching staff consists of 10 male teachers and 2 pre-primary teachers, working collaboratively to provide quality education. A head teacher, Puran Singh, leads the team. While the school doesn’t offer mid-day meals, its commitment to education is evident in its resources and infrastructure. The school’s location in a rural area underscores its importance in bridging educational gaps in underserved communities.

The school operates without a boundary wall, reflecting a potentially open and community-integrated approach. The presence of electricity ensures access to essential resources and facilitates learning activities. The school operates as a primary school only (classes 1-5) and is not a residential school. The school’s management is private and unaided, showcasing its commitment to delivering primary education to students.

Despite lacking a computer-aided learning lab and ramps for disabled children, the school’s provision of basic facilities, such as toilets, a library, a playground, and computers, underscores its dedication to providing a well-rounded learning experience.

The school’s operational aspects include an academic session that commences in April, reflecting the academic calendar followed in India. The school is easily accessible via an all-weather road, ensuring consistent attendance for students and staff.

The information provided highlights SSM Ghansali’s contributions to primary education in a rural setting. Further improvements in infrastructure, such as the addition of ramps and a computer lab, could enhance the school’s inclusivity and technological capabilities.

In conclusion, SSM Ghansali serves as a significant educational institution in its community, offering primary education and fostering a supportive learning environment. Its contributions highlight the importance of private initiatives in supplementing government efforts to provide quality education in rural areas. Its focus on Hindi instruction ensures accessibility for the local community. The school’s establishment in 1983 showcases its long-standing presence and commitment to the education of generations of children in the region.