JAI SHIV T.A.U.P.S.PARA

JAI SHIV T.A.U.P.S.PARA was established in 2006 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MANIHARI block of GHAZIPUR 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 Private 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 a playground. The school has no library and has 0 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 Not Provided providing mid-day meal.

JAI SHIV T.A.U.P.S.PARA: A Rural Upper Primary School in Ghazipur

JAI SHIV T.A.U.P.S.PARA is a private, upper primary school located in the rural area of Manihar block, Ghazipur district, Uttar Pradesh. Established in 2006, the school serves students from Class 6 to Class 8 and is managed by a private unaided body.

The school offers a co-educational learning environment, providing quality education to students of both genders. It does not have a pre-primary section and is not a residential school. The medium of instruction is Hindi, ensuring a comfortable learning experience for students from the local community.

The school is easily accessible via an all-weather road, making it convenient for students to attend. The academic session starts in April, following the standard academic calendar.

School Infrastructure:

JAI SHIV T.A.U.P.S.PARA is housed in a private building with a total of 3 well-maintained classrooms. The school also has 2 additional rooms dedicated to non-teaching activities, including a separate room for the head teacher. However, the school lacks a boundary wall and does not have an electricity connection.

Facilities and Resources:

Despite the lack of electricity, the school provides access to drinking water through hand pumps. The school also maintains 1 functional boys’ toilet and 1 functional girls’ toilet, ensuring basic sanitation facilities for students.

The school boasts a playground, providing an opportunity for students to engage in physical activities and recreation. The school does not have a library, and therefore, no books are available for students.

Teaching Staff and Academic Support:

The school employs a dedicated team of 3 teachers, comprising 2 male teachers and 1 female teacher. The school, however, does not have any contract teachers.

The school does not provide meals to its students and lacks a computer lab or computer-aided learning facilities. This means that students do not have access to technology for learning.

Key Highlights:

• Private, unaided school.
• Located in a rural area.
• Upper primary school (Classes 6-8).
• Co-educational.
• Hindi medium of instruction.
• All-weather road accessibility.
• 3 well-maintained classrooms.
• 2 additional rooms for non-teaching activities.
• Functional hand pumps for drinking water.
• Separate boys’ and girls’ toilets.
• Playground available for recreation.
• 3 dedicated teachers.

Conclusion:

JAI SHIV T.A.U.P.S.PARA serves as a vital educational resource for the rural community of Manihar. While the school provides basic learning facilities and a dedicated teaching staff, the lack of electricity, library, and computer facilities might pose challenges to the students’ learning and development. The school administration can explore avenues to address these limitations and create a more conducive learning environment for its students.