MS KUMHIYA

MS KUMHIYA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in WAIDHAN block of SINGRAULI 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 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 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 0 girls toilet and it is functional. The school has a playground. The school has a library and has 60 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 Provided but not Prepared in School Premises providing mid-day meal.

MS Kumhiya Upper Primary School: A Comprehensive Overview

MS Kumhiya, a government-run upper primary school, stands as a vital educational institution in the rural heartland of Madhya Pradesh, India. Established in 1965, the school has served generations of students, providing a crucial foundation for their future. Its location in the Waidhan block of Singrauli district reflects its commitment to serving the local community.

The school’s infrastructure comprises a government building, housing eight well-maintained classrooms dedicated to instruction. These facilities are complemented by additional rooms for non-teaching activities, ensuring a functional and organized learning environment. The presence of a dedicated room for the head teacher further underscores the school’s commitment to administrative efficiency.

While the school lacks a boundary wall, it boasts reliable electricity, ensuring a conducive atmosphere for learning, especially during evening hours. The provision of hand pumps ensures access to clean drinking water, a fundamental need for the students and staff. A functional boys’ toilet further contributes to the school’s hygiene and sanitation standards.

Further enhancing the learning environment is the presence of a library stocked with 60 books, offering students access to a variety of reading materials. The inclusion of a playground provides a much-needed space for recreation and physical activity, crucial for holistic child development. Ramps for disabled children ensure accessibility and inclusivity, making education accessible to all.

The school’s academic focus caters to students from classes 6 to 8, offering an upper primary education. Hindi serves as the primary medium of instruction, aligning with the regional linguistic context. The school’s co-educational nature fosters a diverse and inclusive learning environment, where boys and girls learn and grow together.

The school is managed by the Department of Education, reflecting a commitment to state-level standards and curriculum. The school’s teaching staff includes three male teachers, dedicated to delivering quality education. The head teacher, Ramsubhag Panika, plays a vital role in leading and managing the school’s operations, ensuring smooth functioning and academic progress. The school operates on an academic calendar that commences in April.

The school’s mid-day meal program ensures that students receive nutritious meals, though these meals are not prepared on the school premises. This initiative reflects a broader societal effort towards improving student nutrition and reducing barriers to education.

While the school lacks computers and a computer-aided learning lab, its fundamental structure and supportive environment form the core of its educational offering. The absence of a pre-primary section and the school’s non-residential nature further define its functional scope and focus on upper primary education.

The lack of specific contact information, like a phone number or email address, presents a minor challenge in reaching out to the school directly. However, its physical presence within the community and its contribution to local education remain significant.

In conclusion, MS Kumhiya Upper Primary School plays a crucial role in providing accessible, quality education to children in a rural setting. Despite its limitations, the school’s dedication to its students and its robust foundation pave the way for continued growth and educational success.