1470 SRI JAIKARAN MISHRA UMV GHATAMPUR

1470 SRI JAIKARAN MISHRA UMV GHATAMPUR was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADAR block of PRATAPGARH district of Uttar Pradesh. The school consists of Grades from 9 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi 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 0 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps 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 no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

1470 SRI JAIKARAN MISHRA UMV GHATAMPUR: A Detailed Profile of a Rural Secondary School

1470 SRI JAIKARAN MISHRA UMV GHATAMPUR is a private, co-educational secondary school located in the rural area of the SADAR block in PRATAPGARH district, Uttar Pradesh. Established in 2014, this school operates under private, unaided management and offers classes from 9th to 10th standard, following the State Board curriculum. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a pucca (permanent) building, equipped with essential facilities. While the school doesn’t have a dedicated library or playground, it boasts two functional boys’ toilets and two functional girls’ toilets, ensuring basic sanitation needs are met. The school building has electricity and relies on hand pumps for its drinking water supply.

The school’s teaching staff comprises four male teachers. The absence of female teachers highlights a potential area for improvement in promoting gender balance within the educational environment. The school currently does not offer computer-aided learning or have computers available for students. This aspect underscores a need for potential modernization and access to technology.

Accessibility is ensured via an all-weather road, facilitating ease of access for students and staff. The school’s operational schedule adheres to a standard academic calendar, commencing sessions in April. The school is not residential and does not have a pre-primary section attached.

The school’s management adheres to a private, unaided model, indicating independent funding and administration. The absence of a pre-primary section is a characteristic feature, focusing the school’s efforts solely on secondary education.

The building itself is classified as “Private,” signifying independent ownership and management separate from any governmental entity. There is no mention of a school shift to a new place or the existence of a Head Teacher. The mid-day meal program is not applicable to this school.

This school, therefore, provides a crucial educational service to the rural community, but there are areas for potential enhancement to better serve the students. The lack of female teachers, computers, a library, and a playground indicates opportunities for expansion and improvement, potentially aligning its offerings with contemporary educational standards.

The school’s dedication to providing secondary education in Hindi remains a significant aspect.

Further investigation into the school’s performance metrics and student outcomes would offer a more comprehensive picture of its contribution to the local educational landscape. This analysis provides a foundation for potential future improvements and strategic growth. The focus on providing basic education and maintaining sanitary facilities showcases a commitment to providing a functional learning environment.