GPS FARTIA TALL

GPS FARTIA TALL: A Comprehensive Profile of a Rural Primary School

GPS FARTIA TALL, a government-run primary school nestled in the rural landscape of LOHARU block, BHIWANI district, HARYANA, stands as a testament to the dedication towards primary education. Established in 1965, this co-educational institution serves students from Class 1 to Class 5, playing a vital role in the community's educational development. The school's management falls under the Department of Education, highlighting its commitment to providing quality education to all.

Instruction at GPS FARTIA TALL is imparted primarily in Hindi, catering to the local linguistic needs. The school's infrastructure comprises a government building, housing six well-maintained classrooms, along with additional spaces for non-teaching activities and a dedicated room for the school's administrative staff. The school's sturdy, albeit slightly damaged, pucca boundary wall ensures a secure learning environment. Electricity access further enhances the learning experience by providing a conducive environment for teaching and learning activities, particularly important for those relying on electronic resources.

A key feature of GPS FARTIA TALL is its well-equipped library boasting a collection of 485 books, fostering a culture of reading and learning among the students. Adding to its comprehensive facilities is a functional playground, providing a much-needed space for recreation and physical development. Access to clean drinking water through a tap water facility is also ensured, addressing the health needs of students. The school also demonstrates its commitment to inclusive education with ramps, ensuring accessibility for students with disabilities.

The school's teaching staff comprises two male teachers, dedicated to delivering quality education. The school operates on a mid-day meal program, providing nutritious meals prepared and served within the school premises. This ensures students' nutritional needs are met alongside their educational requirements.

The school's rural location necessitates an all-weather road approach, ensuring accessibility for students regardless of weather conditions. The school year commences in April, aligning with the regional academic calendar.

GPS FARTIA TALL's lack of a pre-primary section and the absence of computer-aided learning facilities highlight areas for potential improvement. While the absence of computers can be a constraint, the school's existing infrastructure and dedicated teaching staff lay a solid foundation for educational growth. The school's focus remains on providing foundational primary education within a supportive and accessible environment.

The school's dedication to providing a nurturing educational environment, combined with essential facilities, positions GPS FARTIA TALL as a significant contributor to the community's overall development. While further enhancements could expand its capabilities, the school currently fulfills its core function of delivering quality primary education within the community it serves.

The future development of GPS FARTIA TALL hinges on continued investment in resources and infrastructure. Enhancing its technological capabilities through the introduction of computer-aided learning and increasing the overall teaching resources would significantly elevate its educational potential.

GPS FARTIA TALL's story reflects the ongoing efforts to provide quality primary education in rural areas. Its strengths in infrastructure, staff commitment, and accessible location underscore its role in the community. Continuous improvement and support are essential in ensuring it continues to meet the evolving needs of its students. This rural primary school, despite its challenges, continues its important work in shaping young minds and contributing significantly to the 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.