MADAR TERESHA PRY. SCHOOL

MADAR TERESHA PRY. SCHOOL was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GANGOH block of SAHARANPUR 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 Non-Ashram type (Govt.) 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 6 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 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 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

MADAR TERESHA PRY. SCHOOL: A Rural Primary School in Uttar Pradesh

MADAR TERESHA PRY. SCHOOL, located in the rural area of GANGOH block, SAHARANPUR district in Uttar Pradesh, offers primary education from Class 1 to Class 5. Established in 2001, this co-educational school is managed by a private, unaided organization. The school operates from a rented building with six classrooms and two additional rooms for non-teaching activities. The classrooms are well-maintained, and the school boasts a separate room for the headmaster/teacher.

While the school lacks an attached pre-primary section, it offers a playground, a library with 0 books, and a functional drinking water source. The school’s building features a pucca boundary wall and ramps for disabled children to access the classrooms. The school has two functional boys’ toilets and two functional girls’ toilets, ensuring a safe and hygienic environment for its students.

MADAR TERESHA PRY. SCHOOL is a non-residential institution. The school operates on a non-ashram type (Govt.) basis, indicating that it is not a residential boarding school and relies on government support. The school utilizes Hindi as its primary medium of instruction, and the academic session commences in April.

The school, despite lacking electricity, boasts a head teacher and a total of four teachers, including three male teachers and one female teacher. The school is equipped with two functional computers, although it does not have a computer-aided learning lab. The school does not provide mid-day meals to its students.

Key Features of MADAR TERESHA PRY. SCHOOL:

• Primary Education: Offers education from Class 1 to Class 5.
• Co-educational: Provides education for both boys and girls.
• Rural Location: Located in a rural area, serving the local community.
• Rented Building: Operates from a rented building with six classrooms.
• Playground: Provides space for physical activity and recreation.
• Library: Features a library, although it currently has no books.
• Drinking Water Source: Provides a functional drinking water source.
• Functional Toilets: Offers separate boys’ and girls’ toilets.
• Ramps for Disabled: Offers ramps for disabled children to access classrooms.
• Computers: Equipped with two functional computers.
• Hindi Medium: Uses Hindi as its primary medium of instruction.
• Non-Residential: Operates as a non-residential school.
• Non-Ashram Type: Relies on government support.

MADAR TERESHA PRY. SCHOOL plays a vital role in providing primary education to children in its rural location. The school’s basic amenities, including classrooms, toilets, and a playground, create a conducive learning environment for students. The school’s dedication to providing access to education for all children, including those with disabilities, is commendable. Despite lacking electricity and computer-aided learning, the school utilizes its available resources to ensure that its students receive a quality primary education.