GOVT MS. ANKURSHI BERAD

GOVT MS. ANKURSHI BERAD was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in POHRI block of SHIVPURI district of Madhya 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 Not Applicable 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 Government building. It has got 3 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 None 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 100 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 Provided and Prepared in School Premises providing mid-day meal.

Govt. MS. Ankurshi Berad: A Comprehensive Overview of a Rural Upper Primary School

Govt. MS. Ankurshi Berad, a government-run upper primary school, stands as a vital educational institution serving the rural community of Pohri block in Shivpuri district, Madhya Pradesh. Established in 2001 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing a crucial link in their educational journey.

The school’s infrastructure comprises a sturdy pucca building, equipped with three well-maintained classrooms dedicated to instruction. While lacking computer-aided learning facilities and electricity, the school compensates with essential amenities including a functional library stocked with 100 books, a playground for recreational activities, and separate functional boys’ and girls’ toilets. Importantly, ramps are available, ensuring accessibility for students with disabilities. The school also provides mid-day meals, prepared and served on the premises, addressing a critical nutritional need for its students.

The teaching staff consists of one male teacher, committed to delivering quality education in Hindi, the school’s designated instruction medium. The school’s management emphasizes a supportive learning environment, devoid of pre-primary sections or higher secondary classes. Its rural setting underscores the school’s crucial role in providing educational opportunities to students in a less-accessible area.

The school’s management is directly under the Department of Education, ensuring compliance with government regulations and curriculum standards. The school operates within a clearly defined academic structure, focusing exclusively on upper primary education (classes 6-8). The lack of pre-primary sections reflects a specific focus on meeting the educational needs of the target age group.

Despite the absence of advanced technological resources like computers and electricity, the school’s leadership prioritizes fundamental educational necessities. The presence of a functional library highlights a commitment to fostering a love of reading and learning beyond the classroom. The provision of midday meals underscores the school’s holistic approach to student well-being, encompassing both academic and nutritional support.

The school’s physical infrastructure, including its robust pucca boundary wall and accessible ramps, assures a safe and inclusive learning environment. The playground provides a much-needed space for physical activity and social interaction. These features are critical in creating a conducive atmosphere for effective learning and personal development.

The school’s location in a rural setting necessitates a robust commitment to providing accessible education to a community that may have limited access to other educational resources. By serving as a vital educational hub in this area, the school directly contributes to the development and empowerment of its students.

The absence of electricity and computer-aided learning facilities highlights potential areas for future development and improvement. However, the school’s dedication to its students is evident in its existing provisions: a functional library, accessible facilities, and a nutritious meal program. These elements highlight the school’s efforts to overcome resource limitations.

Govt. MS. Ankurshi Berad’s focus on providing a basic yet functional learning environment makes it a valuable community asset. The school’s strong commitment to its students, despite resource constraints, exemplifies its dedication to improving access to quality education in a rural setting.

The school stands as a testament to the ongoing efforts to bring quality education to underserved communities. Further investments in infrastructure and resources would undoubtedly enhance its capabilities, potentially leading to even greater academic achievements for its students and contributing further to the development of the surrounding community.