GGPS KAYLA

GGPS KAYLA: A Comprehensive Profile of a Rural Girls' Primary School

GGPS KAYLA, a girls' primary school situated in the rural BHIWANI block of HARYANA, India, offers a valuable educational service to the community. Established in 1989 and managed by the Department of Education, the school provides a foundation for learning in a supportive environment. Its location in a rural setting reflects its commitment to serving the educational needs of girls in underserved areas.

The school's infrastructure comprises a rent-free building featuring four well-maintained classrooms dedicated to instruction. These classrooms provide an adequate space for learning activities, contributing to a conducive learning environment for the students. In addition to classrooms, the school also has additional rooms used for non-teaching activities, ensuring a multi-faceted approach to education. The school's construction features a sturdy Pucca boundary wall and reliable electricity, signifying its commitment to safety and modern learning facilities.

Academically, GGPS KAYLA focuses on primary education (grades 1-5), with Hindi as the medium of instruction. The school boasts a dedicated teaching staff including one male teacher and four female teachers, along with one additional teacher for the pre-primary section. The provision of a pre-primary section demonstrates the school’s commitment to early childhood development and providing a seamless transition into formal education. The school’s library houses a substantial collection of 936 books, fueling a love of reading and providing valuable supplementary resources for learning.

The school's operational efficiency is further highlighted by the availability of tap water, providing a clean and reliable source of drinking water for students and staff. Importantly, the school provides and prepares mid-day meals on its premises, ensuring that students receive proper nutrition and support for learning. The commitment to providing meals demonstrates the school's understanding of the crucial role of nutrition in education and well-being.

The absence of a playground should not overshadow the positive aspects of the school. While the lack of a designated play area might appear limiting, the school's strong academic focus and commitment to providing essential resources demonstrates a different prioritization of resources. Furthermore, the absence of computers and a computer-aided learning lab does not diminish the school’s effectiveness, highlighting the fact that quality education does not solely depend on technological resources.

While the school does not have facilities for students with disabilities, the lack of ramps reflects a broader societal challenge and not necessarily a deficiency of the school itself. The school's emphasis on providing core educational resources is commendable, given the limitations faced in providing all types of support services. The school's successful operation under these conditions is a testimony to the dedication of its teaching staff.

The school's operational details include an April start to the academic session and a clear management structure, operating under the Department of Education. The absence of data points for certain aspects, such as the head teacher's information, might reflect limitations in data collection or reporting rather than a lack of leadership. Regardless, the school continues to function efficiently, demonstrating a well-organized operation.

In summary, GGPS KAYLA is a well-established and functional primary school dedicated to providing quality education to girls in a rural setting. While it may lack some amenities, its strong academic focus, committed staff, and provision of essential resources create a positive learning environment. The school's success serves as a testament to the dedication of educators working in under-resourced settings. The school’s strengths lie in its commitment to foundational education and its vital role within its community.

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.