SU-SANSKRITI SCHOOL

SU-SANSKRITI SCHOOL was established in 2011 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KISHANGARH block of AJMER district of Rajasthan. 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 Non-Ashram type (Govt.) 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 7 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 None and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 40 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SU-SANSKRITI SCHOOL: A Comprehensive Overview

SU-SANSKRITI SCHOOL, established in 2011, is a private, co-educational primary school located in the urban area of KISHANGARH block, AJMER district, Rajasthan. This comprehensive profile delves into the school’s facilities, academic offerings, and operational details.

Academic Focus and Infrastructure:

The school caters to students from Class 1 to Class 5, offering instruction in English. With seven classrooms in good condition, SU-SANSKRITI SCHOOL provides a conducive learning environment. The school also boasts a library containing 40 books, a playground for recreational activities, and two functional toilets each for boys and girls. A notable feature is the provision of meals prepared on the school premises.

Teaching Staff and Resources:

The school employs seven female teachers, dedicated to providing quality education to its students. Further enhancing the learning experience, SU-SANSKRITI SCHOOL has a dedicated pre-primary section with two teachers. The presence of one computer indicates a commitment to incorporating technology into the curriculum, although a dedicated computer-aided learning lab is absent.

Building and Facilities:

The school operates from a private building with a pucca but broken boundary wall. While it has electricity, access to drinking water is unfortunately unavailable. The absence of ramps highlights an area for potential future improvement to ensure accessibility for disabled children.

Management and Accreditation:

SU-SANSKRITI SCHOOL is managed privately and unaided, reflecting its independent operational structure. As a primary school only (Classes 1-5), it does not offer secondary education.

Location and Accessibility:

Situated in an urban setting, SU-SANSKRITI SCHOOL is conveniently accessible via an all-weather road. The school’s location and operational details are significant factors contributing to its accessibility to the local community.

School Policies and Practices:

The school operates under a non-residential model and does not function as a shift school. Its academic session begins in April, following the standard academic calendar of the region.

Community Engagement and Future Prospects:

SU-SANSKRITI SCHOOL’s commitment to providing meals for its students underscores its dedication to the holistic development of children. Further development focusing on improving infrastructure, particularly addressing the lack of drinking water and adding ramps for accessibility, could significantly enhance the school’s capabilities.

A Valuable Educational Resource:

SU-SANSKRITI SCHOOL serves as a crucial educational resource within its community, providing primary education to children in the area. Its efforts in providing a supportive learning environment, including meals and a library, contribute to the overall well-being of its students.

Conclusion:

This detailed overview of SU-SANSKRITI SCHOOL offers insights into its structure, facilities, and commitment to providing primary education. The information presented offers a complete profile, highlighting both its strengths and areas where further development could be beneficial. Future improvements could focus on enhancing accessibility for disabled children and ensuring a reliable source of drinking water.