LATE MATHURA PD.KAU.A.S.J.H.S.

LATE MATHURA PD.KAU.A.S.J.H.S. was established in 1980 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in NAUGARH 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 Private building. It has got 8 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 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 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 Not Applicable providing mid-day meal.

LATE MATHURA PD.KAU.A.S.J.H.S.: A Detailed Profile of a Rural Upper Primary School

LATE MATHURA PD.KAU.A.S.J.H.S., a private, co-educational upper primary school, stands as a testament to educational access in rural India. Established in 1980 and situated in the Naugarh block of Siddharthnagar district, Uttar Pradesh, this school caters to students from classes 6 to 8. Its rural location underscores the importance of its role in providing education to children in a less accessible area.

The school’s infrastructure includes a private building with eight classrooms, all maintained in good condition. Supplementing the classrooms are additional rooms dedicated to non-teaching activities and a separate space for the head teacher. A sturdy pucca boundary wall surrounds the school premises, providing security and a defined learning environment.

Despite lacking electricity, the school boasts essential amenities. A functional hand pump provides clean drinking water for students, while separate boys’ and girls’ toilets ensure hygiene and sanitation. Further enhancing the learning experience is the presence of a library stocked with 100 books, promoting a love for reading and independent learning. A playground offers a crucial space for physical activity and recreation.

The school’s academic focus is primarily on Hindi as the medium of instruction. The teaching staff comprises four male teachers, all dedicated to imparting quality education to the students. The school’s management structure operates under the Pvt. Unaided model, indicating a commitment to providing education independently. The head teacher, Shailendra Kumar, leads the school with a focus on achieving academic excellence within the available resources.

The school’s academic offerings are specifically tailored for upper primary students (classes 6-8), aligning with the curriculum standards for this age group. The absence of pre-primary sections indicates a focus on providing comprehensive education within a specific age range. The school follows the “Others” board for class 10 and class 10+2, suggesting a unique approach to curriculum and examination pathways for its students.

The school’s accessibility is enhanced by its all-weather road approach, ensuring that students can attend classes irrespective of weather conditions. The academic session commences in April, following the standard academic calendar prevalent in the region. The school’s commitment to providing education is further reinforced by its status as a non-residential institution.

Although the school lacks computer-aided learning facilities and computers, its focus remains on providing quality instruction through traditional methods. The absence of these resources may present challenges but also highlights the school’s adaptation and resilience in its approach to learning. This underscores the need for further development and support to integrate technology-based learning within the school.

The school’s limited resources do not diminish its crucial role in the community. It provides a vital pathway to education for students in a rural setting, contributing to the betterment of their lives and the broader community’s advancement. Its focus on providing a safe, clean, and supportive learning environment remains its primary goal.

LATE MATHURA PD.KAU.A.S.J.H.S. is a prime example of a rural upper primary school working diligently within its limitations to provide essential education to its students. The school’s success hinges on the dedication of its teaching staff, the support of its management, and the commitment of the local community to promote the educational development of its children. Continued support and development initiatives could significantly enhance the school’s capacity and resources, fostering a more enriched learning environment.