PS. FARIDAPUR

PS. Faridapur Primary School: A Profile

PS. Faridapur, a primary school nestled in the rural heart of Uttar Pradesh, India, offers a glimpse into the educational landscape of a typical Indian village. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its modest yet functional setting.

The school's infrastructure comprises two classrooms housed within a government-provided building, ensuring a suitable learning environment for its students. A significant feature is the presence of a library, stocked with 44 books, fostering a love for reading among the young learners. Complementing the academic spaces, a playground provides a crucial outlet for recreational activities, crucial for the holistic development of children. Sanitary facilities are adequately provided with separate functional toilets for boys and girls. Furthermore, the school ensures access to clean drinking water through hand pumps. The school building is enclosed by a sturdy pucca wall.

The teaching staff consists of three dedicated educators – one male teacher and two female teachers – who work collaboratively to impart knowledge. The school's head teacher, Gajendra Pal, leads this team, ensuring efficient administration and instructional oversight. The medium of instruction is Hindi, facilitating a seamless learning experience for the students who are native Hindi speakers. The school operates on an April-to-March academic calendar, aligning with the standard educational schedule in the region.

The school's location in the Bhawalkhera block of Shahjahanpur district places it within a rural setting, serving the local community's educational needs. The school is easily accessible via an all-weather road, reducing any potential barriers to attendance. The school serves mid-day meals, prepared on the school premises, addressing the nutritional requirements of its student population.

While the school does not currently possess computer-aided learning facilities or computers, the presence of a library and playground indicates a commitment to providing a well-rounded education. The lack of electricity also poses challenges, highlighting the need for infrastructural development to enhance the overall learning experience. The school's management consistently prioritizes the provision of safe and functional facilities, including toilets and a playground.

The absence of ramps indicates a need for future accessibility improvements to ensure inclusivity for all students. The school’s focus remains on delivering quality primary education within the constraints of its resources. This underscores the vital role played by such schools in fostering literacy and numeracy skills among children in rural areas.

PS. Faridapur's commitment to providing basic education, coupled with its accessible location and provision of mid-day meals, highlights its importance within the community. While lacking certain amenities, the school's dedication to providing a fundamental education speaks volumes about its mission.

The school's success story emphasizes the collective efforts of the teachers, the school administration, and the community, all working together to shape the future of the children in their care. Ongoing support and infrastructural improvements would further enhance the school’s capabilities and its potential to positively impact the lives of its students. The school's continued operation serves as a testament to the resilience and commitment to education within the region.

PS. Faridapur represents a vital link in providing quality education in rural India, emphasizing the continued need for investment in education infrastructure and resources to ensure equitable access for all children, regardless of their geographical location. The school's existence showcases the commitment to provide foundational education amidst limited resources, making it a compelling case study for understanding rural educational initiatives.

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.