GPS CHHOTI UMARHAT

GPS CHHOTI UMARHAT was established in 1996 and it is managed by the Department of Education. It is located in Rural area. It is located in NAGOD block of SATNA district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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 2 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 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 2 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.

GPS CHHOTI UMARHAT: A Rural Primary School in Madhya Pradesh

GPS CHHOTI UMARHAT is a government-run primary school located in the rural area of NAGOD block, SATNA district, Madhya Pradesh. Established in 1996, this co-educational institution falls under the Department of Education’s management and provides education from Class 1 to Class 5. The school’s primary language of instruction is Hindi.

The school infrastructure comprises two classrooms, all in good condition, and additional rooms for non-teaching purposes. A dedicated space serves as a headmaster/teacher’s room. While the school boasts a playground and a library containing two books, it lacks a boundary wall and electricity. The school does not provide drinking water and lacks ramps for disabled access. The school provides mid-day meals, prepared on its premises.

Currently, the school employs two male teachers. The school does not have a pre-primary section and therefore no pre-primary teachers are employed. There are also no contract teachers. It is important to note that the school does not have any computers and lacks a computer-aided learning lab.

GPS CHHOTI UMARHAT operates within a rural setting and is accessible via all-weather roads. Its academic session begins in April. The school is not a residential school, and does not utilize its building as a shift-school. The school has one functional boys’ toilet and one functional girls’ toilet.

The absence of key amenities like electricity and drinking water presents challenges for the school’s optimal functioning. The lack of a boundary wall may also pose safety concerns. However, the presence of a library, albeit small, and a playground indicates an effort to provide a holistic learning environment.

The school’s commitment to providing mid-day meals highlights its dedication to the well-being of its students. This, coupled with the availability of classrooms and toilets, shows a basic level of infrastructure. The two male teachers demonstrate a commitment to education in the community.

The lack of computers and computer-aided learning opportunities underscores a need for technological advancement. Securing funds for infrastructure improvements, such as installing electricity, providing a reliable source of drinking water, building a boundary wall, and equipping the school with computers, would significantly enhance the learning experience for students.

The school’s rural location presents both challenges and opportunities. Addressing the infrastructure gaps would ensure that students receive a high-quality education despite the geographical constraints. Furthermore, attracting additional teachers and resources could further enhance the school’s capacity.

The data indicates that GPS CHHOTI UMARHAT serves a vital role in providing primary education in a rural community. Continuous improvement and investment in the school’s facilities and resources are necessary to better equip students for future success.

GPS CHHOTI UMARHAT’s dedication to education in a rural setting is commendable. While challenges remain regarding infrastructure and resources, the school demonstrates a commitment to providing basic education to its students. The future success of the school hinges on addressing existing needs and securing continued support from relevant stakeholders.