1520 PARAS NATH SINGH UMV GOVINDPUR

1520 PARAS NATH SINGH UMV GOVINDPUR was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in AASPUR-DEOSARA block of PRATAPGARH district of Uttar Pradesh. The school consists of Grades from 6 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 4 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 No Boundary Wall 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.

1520 Paras Nath Singh UMV Govindpur: A Comprehensive Overview

1520 Paras Nath Singh UMV Govindpur, a private, co-educational upper primary and secondary school (grades 6-10), stands in the rural expanse of AASPUR-DEOSARA block, Pratapgarh district, Uttar Pradesh. Established in 2014 under private unaided management, this school offers a Hindi-medium education, catering to the academic needs of the local community.

The school’s infrastructure comprises a private building with four classrooms, all in good condition. Two functional boys’ toilets and two functional girls’ toilets cater to the students’ hygiene needs. The school utilizes hand pumps as its drinking water source, ensuring access to clean water. However, the school currently lacks a boundary wall, playground, and library facilities.

The teaching staff consists of four male teachers, dedicated to providing quality education. The school operates as a residential school, although the specific residential type is not specified. The school’s academic year begins in April, aligning with the standard academic calendar. Accessibility to the school is ensured by an all-weather road, making it easily reachable for students.

While the school does not currently offer computer-aided learning or computer facilities, it does benefit from an electricity connection. The absence of ramps indicates the school is not yet fully equipped to cater to students with disabilities. Importantly, the school is not providing midday meals.

The school’s lack of a library and computers presents an opportunity for improvement and expansion of resources. Investing in these areas would significantly enhance the educational experience for students, providing them with broader access to knowledge and technology.

The availability of only four classrooms might present a space constraint. Exploring options for classroom expansion or improved space management could ensure optimal learning environments for the students. Similarly, the absence of a boundary wall raises concerns about security and the overall safety of the school environment.

Addressing the school’s current needs, including the addition of a library, computers, a boundary wall, and playground, would create a more holistic and enriched learning environment. This would benefit not only the students but also enhance the school’s overall appeal and educational potential within the community.

Community involvement and potential partnerships with local organizations or government initiatives could play a vital role in supporting the school’s development and growth. Collaboration could facilitate access to resources and expertise, leading to significant improvements in the school’s infrastructure and educational offerings.

Further development should also consider addressing the accessibility needs of students with disabilities by constructing necessary ramps and ensuring the school environment is inclusive. This would ensure that all students have equal access to education and opportunities.

In conclusion, 1520 Paras Nath Singh UMV Govindpur offers a crucial educational service to the rural community. Strategic planning and investment in key areas such as infrastructure improvement, resource acquisition, and accessibility upgrades will enhance the learning environment and ensure a brighter future for its students.