ASTHA PUBLICE SCHOOL W.NO.35

Astha Public School: A Comprehensive Overview

Astha Public School, located in the urban area of Gangapur City, Sawai Madhopur district, Rajasthan, is a private, unaided co-educational institution established in 2014. The school offers primary education from Class 1 to Class 5, with Hindi as the primary language of instruction. Its commitment to providing quality education is evident in its various features and facilities.

The school's infrastructure comprises a rented building with ten classrooms, ensuring ample space for learning. The building is equipped with essential amenities, including electricity and a pucca boundary wall, indicating a focus on safety and a conducive learning environment. Furthermore, the presence of a library stocked with 20 books highlights the school's commitment to fostering a reading habit among its students. A well serves as the source of drinking water, meeting the daily hydration needs of the students and staff.

Astha Public School boasts a dedicated teaching staff, comprising two male teachers, one female teacher, and two pre-primary teachers, totaling three educators. The presence of a head teacher, Anil, further reinforces the school's commitment to effective leadership and management. The school's operational structure includes a separate room for the head teacher, demonstrating an organized approach to administration. While the school lacks a playground, the presence of separate functional boys' and girls' toilets reflects the school’s awareness of providing basic sanitary facilities for its students.

The school's management model underscores its independent nature, operating as a private, unaided institution. This structure implies flexibility in curriculum development and the ability to tailor the learning experience to meet the specific needs of its students. The school currently does not offer a computer-aided learning facility, nor does it provide midday meals. However, the school's focus remains on providing a solid foundation in primary education.

Despite the absence of a playground and computer lab, the school prioritizes other critical aspects of the learning experience. The functional toilets and the availability of drinking water are crucial for ensuring student hygiene and well-being. The presence of a library, albeit small, signals an intent to cultivate a love for reading and learning beyond the classroom.

The school's urban location presents both opportunities and challenges. The accessibility to various resources and a diverse student population is a distinct advantage. However, the urban environment can present its own unique obstacles that need to be overcome, such as managing noise levels and ensuring a peaceful learning atmosphere.

In conclusion, Astha Public School stands as a testament to the continued effort in providing primary education within its community. While certain facilities might be limited, the school's dedication to delivering quality primary education within a structured and organized setting remains central to its mission. The school’s commitment to education is evident in its well-maintained facilities and its dedicated staff.

The school’s detailed information, such as its ID, village ID, sub-district ID, district ID, and state ID, provides a clear picture of its geographical location and administrative structure within the larger educational framework of Rajasthan. The unique code assigned to the school further aids in identification and administrative processes. The fact that the school is co-educational and includes a pre-primary section shows its inclusivity and focus on early childhood education.

The school's management type being "Pvt. Unaided" provides insight into its funding model and operational independence. This designation might indicate a reliance on tuition fees and donations, implying a community-based support system that plays a significant role in the school's functioning. The availability of functional toilets and a clean water source are significant indicators of its commitment to student well-being. The lack of ramps for disabled children, however, suggests an area for improvement and potential future development in making the school more inclusive.

The school’s establishment year, 2014, provides a historical context, allowing for a better understanding of its journey and growth over time. Further, the information on the head teacher's name and the total number of teachers paints a picture of the school’s leadership and teaching capacity. The limited number of books in the library suggests a potential avenue for improvement in terms of resource allocation and expansion of the learning materials available to the students.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.