M.S.M. PUBLIC SCHOOL

M.S.M. PUBLIC SCHOOL was established in 2003 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in AAKU(NEHTOR) block of BIJNOR district of Uttar 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 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 Rented building. It has got 7 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 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.

M.S.M. PUBLIC SCHOOL: A Rural Primary School in Uttar Pradesh

M.S.M. PUBLIC SCHOOL, located in the AAKU(NEHTOR) block of BIJNOR district in Uttar Pradesh, is a primary school catering to students from Class 1 to Class 5. Established in 2003, the school is managed by the Pvt. Unaided and offers a co-educational environment for its students.

The school building is rented and boasts 7 well-maintained classrooms for instruction. While the school lacks an attached pre-primary section, it does have 2 additional rooms for non-teaching activities, including a dedicated room for the head teacher. The school’s boundary wall is made of pucca material, providing a secure and well-defined space for learning.

Despite lacking an electricity connection, the school ensures access to clean drinking water through hand pumps. The school prioritizes sanitation, offering 1 functional boys’ toilet and 1 functional girls’ toilet for its students.

M.S.M. PUBLIC SCHOOL also provides its students with a playground, a valuable space for physical activity and recreation. The school, however, does not have a library and consequently has no books for its students.

The school’s academic focus is on primary education, and instruction is delivered in Hindi. The school boasts a dedicated teaching staff comprising 3 male teachers and 6 female teachers. The head teacher, ARIFA KHATOON, leads the school’s academic and administrative functions.

M.S.M. PUBLIC SCHOOL, while operating in a rural setting, provides a valuable learning environment for young children. The school’s commitment to providing a safe and clean learning environment with access to basic facilities ensures a solid foundation for its students’ future educational journeys.

Features of M.S.M. PUBLIC SCHOOL:

• Established in 2003
• Located in a rural area
• Rented building with 7 classrooms
• Co-educational
• Primary school (Class 1 to Class 5)
• Instruction medium: Hindi
• 9 teachers (3 male, 6 female)
• Functional boys’ and girls’ toilets
• Playground
• Hand pumps for drinking water
• No library
• No computers
• No computer-aided learning lab
• No mid-day meal provision

Accessibility and Resources:

While the school is conveniently accessible via an all-weather road, its lack of electricity and computer facilities highlights the challenges faced by many rural schools in India. The school’s commitment to providing a basic level of infrastructure and sanitation, however, demonstrates its dedication to providing quality education to its students.

Future Outlook:

M.S.M. PUBLIC SCHOOL has the potential to further enhance its learning environment by exploring opportunities to access electricity, invest in computers and digital learning tools, and establish a library to provide students with access to books and educational resources. These improvements could significantly enhance the educational opportunities offered by the school and contribute to the academic development of its students.

Conclusion:

M.S.M. PUBLIC SCHOOL serves as a valuable educational resource for the rural community in BIJNOR district. Despite its limited resources, the school’s commitment to providing a safe, clean, and engaging learning environment for its students is commendable. With continued support and investment, M.S.M. PUBLIC SCHOOL can continue to play a vital role in fostering a brighter future for its students.