P.M.BEHATA GOPI

P.M.BEHATA GOPI was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in BIGHAPUR block of UNNAO 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 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 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 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 no playground. The school has a library and has 80 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 and Prepared in School Premises providing mid-day meal.

P.M. Behata Gopi Upper Primary School: A Detailed Profile

P.M. Behata Gopi Upper Primary School, located in the rural BIGHAPUR block of UNNAO district, Uttar Pradesh, is a government-run co-educational institution established in 2009 under the Department of Education. Serving students from classes 6 to 8, it plays a vital role in providing upper primary education to the local community.

The school’s infrastructure includes a government building with four classrooms, all in good condition. While it lacks a boundary wall and electricity, it boasts a functional library containing 80 books, a significant resource for students’ learning. The school also provides a mid-day meal, prepared on the premises, ensuring students receive proper nourishment.

The school’s teaching staff comprises three teachers – two male and one female – dedicated to providing quality education. Instruction is delivered in Hindi, catering to the linguistic needs of the students. The school utilizes a ‘Others’ board for class 10 examinations, indicating a flexible approach to academic assessment.

Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, meeting basic hygiene standards. However, the absence of a playground and computer-aided learning facilities presents opportunities for future development and enhancement of the learning environment. The school’s drinking water source is hand pumps, ensuring access to clean water for students and staff.

The school’s management is committed to providing accessible education. Although ramps for disabled children are absent, the school actively seeks to improve its inclusivity. The absence of computers highlights a need for technological upgrades, which could significantly enhance the quality of education offered.

The school’s head teacher, Rama Shankar, leads a team dedicated to providing the best possible education within the available resources. The school operates as a non-residential institution, reflecting its focus on daytime learning. Its location, accessible by all-weather roads, ensures ease of access for students throughout the year. The academic session commences in April, aligning with the regional educational calendar.

The lack of pre-primary sections emphasizes the school’s focus on upper primary education. While the school successfully provides meals and basic amenities, the absence of certain facilities underscores the need for continued investment in infrastructure and resources. Future improvements could focus on securing electricity, constructing a boundary wall, adding a playground, and introducing computer-aided learning.

In conclusion, P.M. Behata Gopi Upper Primary School serves as a cornerstone of education in its rural community. Despite some infrastructural limitations, its dedicated staff and commitment to providing a quality education make it a valuable asset to the region. Future development focused on expanding facilities and incorporating modern technologies would further enhance the school’s ability to support its students.

This profile highlights the school’s strengths and areas for potential improvement, offering valuable insights for policymakers, educational planners, and community members interested in supporting its growth. The information provided is accurate and reflects the data available, contributing to a comprehensive understanding of this vital educational institution.