J.H.S. DAFARA

J.H.S. DAFARA was established in 1970 and it is managed by the Department of Education. It is located in Rural area. It is located in SHOHARATGARH block of SIDDHARTHNAGAR 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 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 No Boundary Wall 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 no playground. The school has a library and has 50 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 Provided and Prepared in School Premises providing mid-day meal.

J.H.S. DAFARA: A Rural School in Uttar Pradesh

J.H.S. DAFARA is a government-run upper primary school located in the rural area of SHOHARATGARH block, SIDDHARTHNAGAR district, Uttar Pradesh. Established in 1970, the school offers education to students from grades 6 to 8 and follows a co-educational system. While it does not have a pre-primary section, it does provide mid-day meals prepared on the school premises.

J.H.S. DAFARA’s academic environment is conducive to learning with Hindi as the medium of instruction. The school boasts a dedicated head teacher, IQBAL AHMAD, along with a team of three male teachers who work diligently to impart knowledge to the students. Despite lacking electricity, the school has a functional hand pump for drinking water and well-maintained toilets for both boys and girls, ensuring basic necessities are met.

The school infrastructure, though modest, is functional. It comprises three classrooms in good condition, two additional rooms for non-teaching activities, and a dedicated room for the head teacher. However, the school lacks a boundary wall and a playground. The school’s library, however, is a valuable asset, housing a collection of 50 books for students.

The school’s commitment to accessibility is evident with the presence of ramps for disabled children, enabling them to access classrooms with ease. Furthermore, J.H.S. DAFARA has one functional computer for teaching and learning purposes, though it lacks a dedicated computer-aided learning lab.

J.H.S. DAFARA plays a crucial role in providing education to children in the rural area of SHOHARATGARH block. Despite its limitations, the school strives to create a supportive environment for learning, offering basic facilities and a dedicated teaching staff.

Key Features of J.H.S. DAFARA:

• Location: Rural area of SHOHARATGARH block, SIDDHARTHNAGAR district, Uttar Pradesh.
• Establishment Year: 1970
• Management: Department of Education
• Grades Offered: 6 to 8
• School Type: Co-educational
• Instruction Medium: Hindi
• Number of Teachers: 3 (Male Teachers)
• Facilities: Classrooms, Library, Drinking Water (Hand Pumps), Toilets, Ramps for Disabled
• Mid-Day Meal: Provided and prepared on school premises

Challenges:

• Lack of electricity
• Absence of a boundary wall and playground
• No computer-aided learning lab

Strengths:

• Dedicated and experienced teaching staff
• Functional hand pump for drinking water
• Well-maintained toilets
• Library with a collection of books
• Ramps for disabled children

J.H.S. DAFARA serves as a vital institution for the local community, offering a foundation for education to children in the rural area. With continued support and development, the school can overcome its challenges and further enhance the quality of education it provides.