ADARSH PUBLIC JHS

ADARSH PUBLIC JHS was established in 2002 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in CHAJLET block of MORADABAD district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 Pucca boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Adarsh Public JHS: A Rural Upper Primary School in Uttar Pradesh

Adarsh Public JHS, a private, co-educational school located in the rural Chajlet block of Moradabad district, Uttar Pradesh, caters to students from classes 6 to 8. Established in 2002, this upper primary school operates under private unaided management, offering a valuable educational service to the community.

The school’s infrastructure comprises a pucca building with four classrooms, all in good condition. Supplementing the classrooms are two additional rooms dedicated to non-teaching activities, along with a separate office for the head teacher. A secure pucca boundary wall surrounds the school premises. While the school currently lacks an electricity connection, it provides access to clean drinking water via hand pumps. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet. The presence of a playground contributes to the holistic development of the students, providing a space for recreational activities and physical exercise.

The school’s academic focus is on providing quality upper primary education. Instruction is conducted in Hindi, taught by a dedicated faculty of eight teachers, including six male teachers and two female teachers. The head teacher, Vipin Kumar, leads the school’s administration and ensures the smooth functioning of the institution. The school is not residential, and there is no pre-primary section attached to the school. Notably, the school utilizes a computer-aided learning lab, enhancing the learning experience with technology.

Although the school does not provide midday meals, its commitment to providing a safe and conducive learning environment is evident. A notable feature of the school is the presence of computer-aided learning facilities, which help to bridge the technological gap in the rural context.

While the school does not have a library, it provides a functional learning space with sufficient classrooms and sanitation facilities. The absence of a library may indicate an area for potential future improvement and development of the school’s resources.

The school’s location in a rural setting underscores its vital role in bridging the educational divide and offering quality education to children in an underserved area.

Adarsh Public JHS, despite its limitations, serves as a significant educational institution in the region, providing essential educational opportunities for upper primary students.

The school’s management and staff demonstrate a dedication to providing a quality learning experience, working within available resources to meet the educational needs of the community.

The emphasis on Hindi as the medium of instruction aligns with the local linguistic context, promoting inclusivity and accessibility for students.

The school’s infrastructure, while modest, adequately serves the needs of its students, with a focus on maintaining functional classrooms and sanitation facilities.

Future improvements might include securing an electricity connection, establishing a library, and potentially expanding to include additional grades or services.