HS SUMRA KHEDA

HS SUMRA KHEDA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in TARANA block of UJJAIN district of Madhya Pradesh. The school consists of Grades from 9 to 10. 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 No Building building. It has got 0 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 None 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 a playground. The school has a library and has 57 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

HS SUMRA KHEDA: A Rural Secondary School in Madhya Pradesh

HS SUMRA KHEDA, a secondary school located in the rural TARANA block of UJJAIN district, Madhya Pradesh, offers education to students from classes 9 to 10. Established in 2007 under the Department of Education, this co-educational institution plays a vital role in the community. The school’s dedication to providing quality education is evident in its resources and infrastructure.

The school’s instructional medium is Hindi, catering to the local language needs of its students. A total of seven teachers, including four male and three female educators, contribute to the learning environment. The school is managed by the Department of Education, emphasizing its commitment to providing accessible education.

Despite operating without a dedicated school building, the school provides essential amenities for its students. Two boys’ toilets and two girls’ toilets ensure hygienic facilities for all. The presence of a functional playground and a library stocked with 57 books enriches the learning experience beyond the classroom setting. While the school lacks a boundary wall, it does have access to electricity.

One significant asset is the presence of a single computer, highlighting the school’s attempt to integrate technology into the learning process, although a dedicated computer-aided learning lab is absent. The school also boasts a functional library, a testament to its dedication to fostering a love of reading among its students. The school, however, lacks a dedicated drinking water source, posing a challenge that needs addressing.

The school’s leadership is exemplified by its Head Teacher, KAMLESH KUMAR SHARMA. Their guidance and the collective effort of the teaching staff contribute to maintaining a positive and conducive environment for learning. The school follows the State Board curriculum for its Class 10 examinations. The school’s rural setting presents both opportunities and challenges, requiring continued support for its growth and development.

The absence of a school building underscores the need for infrastructural improvement. While the existing facilities serve their purpose, enhancing the physical structure would significantly improve the learning experience. The need for a reliable drinking water source is also paramount for the health and well-being of the students and staff.

The school’s commitment to education in a rural setting is commendable. While challenges remain regarding infrastructure and resources, the school’s dedicated staff and the existing facilities demonstrate a clear dedication to providing quality education to the students. This dedication shines through in the provision of a library and playground, improving student well-being.

The school’s reliance on the State Board curriculum for Class 10 further highlights its alignment with local educational standards. The absence of a pre-primary section and the lack of computer-aided learning are areas where future development could greatly benefit students.

Despite operating without a school building and lacking some essential amenities, HS SUMRA KHEDA stands as a beacon of educational opportunity in a rural area. The school’s dedicated staff and its commitment to providing a supportive learning environment, while facing resource constraints, showcase the importance of accessible education in underserved communities.

Further investment and support could help HS SUMRA KHEDA reach its full potential. Addressing infrastructural needs, expanding resources, and enhancing technological capabilities would greatly improve the overall quality of education offered, better preparing students for their future endeavors. The success of this school highlights the potential of even resource-constrained institutions to make a profound impact.