MS KHAMROUDH

MS KHAMROUDH was established in 1956 and it is managed by the Tribal/Social Welfare Department. It is located in Rural area. It is located in PUSHPRAJ GARH block of ANUPPUR district of Madhya 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 Not Applicable 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 4 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 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 20 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

MS Khamroudh: A Rural Upper Primary School in Madhya Pradesh

MS Khamroudh, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Madhya Pradesh, India. Established in 1956, the school plays a crucial role in providing education to children in the Pushpraj Garh block of Anuppur district. Managed by the Tribal/Social Welfare Department, it serves as a beacon of learning for the community.

The school’s infrastructure comprises four classrooms, ensuring adequate space for its students. The classrooms are well-maintained, providing a conducive environment for learning. Beyond the classrooms, the school also features a dedicated room for the head teacher, facilitating administrative tasks and teacher support.

The school’s commitment to providing a holistic learning experience is evident in its facilities. A library stocked with 20 books offers students access to valuable resources. Furthermore, the presence of computer-aided learning and three functional computers signifies the school’s dedication to modern teaching methodologies. The availability of hand pumps ensures a consistent supply of drinking water, essential for the students’ well-being.

With a focus on inclusive education, the school provides separate toilet facilities for boys (one) and girls (two), underscoring its commitment to gender equality and student comfort. The school’s curriculum caters to students from classes 6 to 8, offering a complete upper primary education. Hindi serves as the primary language of instruction.

The school’s operational details highlight its dedication to providing a comprehensive learning environment. It operates on a co-educational model, providing equal opportunities for both boys and girls. Meals are provided and prepared on the school premises, addressing the nutritional needs of the students. The school’s management, under the Tribal/Social Welfare Department, actively works to ensure that resources and support are appropriately allocated.

Interestingly, the school’s history reveals a continuous commitment to education in the rural area. It has not been relocated, highlighting the stability and importance of its presence within the community. The dedicated staff comprising four male teachers actively contributes to the successful delivery of the curriculum.

The school’s head teacher, Indaran Singh, undoubtedly plays a central role in leading and managing this vital educational institution. The school’s infrastructure, while lacking a boundary wall and playground, still provides a functional learning space. The lack of a playground might be a point for future development to foster physical activity and social interaction among the students.

The absence of a pre-primary section and the lack of ramps for disabled access represent areas where the school could benefit from future improvements. These aspects would further enhance the school’s inclusivity and cater to the diverse needs of the students and community. Despite these limitations, MS Khamroudh remains a crucial component of the educational fabric of the region.

In conclusion, MS Khamroudh Upper Primary School stands as a testament to the dedication of its teachers and the importance of providing quality education in rural areas. Its continued operation since 1956 illustrates its lasting impact on the community. While there is room for growth and improvement, the school serves as a valuable asset, empowering young minds and shaping the future generation.