CH CHARAN SINGH HIGH SCHOOL OON

CH CHARAN SINGH HIGH SCHOOL OON was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in OON block of SHAMLI (PRABUDH NAGAR) district of Uttar Pradesh. The school consists of Grades from 1 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 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

CH Charan Singh High School Oon: A Detailed Profile

CH Charan Singh High School Oon, a private co-educational institution located in the rural area of Oon block, Shamli (Prabudh Nagar) district, Uttar Pradesh, has been providing education since its establishment in 2000. Operating under private unaided management, the school caters to students from Class 1 to Class 10, offering an upper primary and secondary education (grades 6-10). Instruction is primarily conducted in Hindi.

The school’s infrastructure is noteworthy. Housed in a private building, it boasts four well-maintained classrooms dedicated to teaching. The school also features a functional boys’ toilet and a functional girls’ toilet, ensuring basic sanitation facilities for its students. A spacious playground provides a venue for recreational activities, complementing the academic environment. A library, although currently without books, is also present, indicating a commitment to academic enrichment.

Accessibility is ensured through a pucca (permanent) boundary wall and year-round road access. The school enjoys a reliable electricity supply and utilizes hand pumps as its drinking water source. Furthermore, the provision of ramps for disabled children demonstrates a commitment to inclusivity.

The school’s educational resources are modest but functional. Two computers are available for teaching and learning purposes, though a dedicated computer-aided learning lab is currently absent. The teaching staff comprises four male teachers and two female teachers, totaling six educators. The absence of a pre-primary section and midday meal provision are aspects to be considered.

The school’s academic board for classes 10 and 10+2 is listed as “Others,” signifying affiliation with an alternative examination board. The school’s location and the absence of a pre-primary section, along with the lack of a midday meal program, point to certain limitations within the school’s resources and offerings.

Despite the school’s limitations, it clearly functions as a vital educational resource for the rural community. Its dedication to providing education from Class 1 to Class 10, coupled with the availability of basic facilities, including toilets, playgrounds, and computers, underscores its commitment to the well-being and academic growth of its students. The presence of a library, although lacking books at present, reveals future plans for broader academic development.

The management’s commitment to maintaining a pucca boundary wall and providing electricity and safe drinking water highlights its prioritization of student safety and comfort. The functional toilets and playground further underscore the importance placed on creating a comfortable and supportive learning environment. The accessible ramps signify efforts towards inclusivity.

Future development could focus on expanding the library’s book collection, establishing a dedicated computer-aided learning lab, and exploring options for providing midday meals. These improvements would significantly enhance the school’s capabilities and further contribute to the academic success of its students.

The school’s reliance on hand pumps for drinking water may necessitate regular maintenance and monitoring to ensure its continued functionality and safety. The school’s geographical location and infrastructure also create opportunities for outdoor education and community engagement projects.

The school’s relatively small size and staff numbers allow for individualized attention and a closer student-teacher ratio, potentially fostering more personalized learning experiences. The absence of a pre-primary section may be a strategic choice based on community needs and available resources.

In conclusion, CH Charan Singh High School Oon stands as a significant educational institution within its community. While facing certain challenges, the school demonstrates a strong commitment to providing basic education and strives to create a supportive learning environment for its students. Future developments and improvements will further enhance its capacity to serve the community’s educational needs.