P.S. DHAKA UDHRANPUR

P.S. DHAKA UDHRANPUR was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in DADRAUL block of SHAHJAHANPUR 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 Government building. It has got 5 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 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 a library and has 140 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

P.S. Dhaka Udhrhanpur: A Rural Primary School in Uttar Pradesh

P.S. Dhaka Udhrhanpur, a government-run primary school, stands as a testament to educational access in rural India. Established in 1960 under the Department of Education, this co-educational institution serves the community of Dadraul block in Shahjahanpur district, Uttar Pradesh. Its commitment to providing quality education is evident in its infrastructure and resources.

The school’s infrastructure is designed to facilitate learning. The five well-maintained classrooms offer ample space for instruction, supplemented by a dedicated head teacher’s room and additional rooms for non-teaching activities. A robust pucca boundary wall ensures a secure environment, while the availability of electricity guarantees uninterrupted learning even in the evenings.

Supporting the learning environment is a well-stocked library containing 140 books. The presence of a playground allows for physical activity and recreation, contributing to the holistic development of the students. Hand pumps provide access to clean drinking water, a critical element for hygiene and health. Accessibility is further improved by the inclusion of ramps, catering to the needs of students with disabilities.

The teaching staff comprises three dedicated educators, including one head teacher (Satyandra Pal Singh) and a balanced mix of male and female teachers. These educators, committed to imparting knowledge, use Hindi as the medium of instruction, catering to the local linguistic context. The curriculum encompasses classes 1 through 5, providing a strong foundation for the students’ future academic journeys. The school is known for its commitment to providing midday meals prepared on the premises.

The school’s operational details further highlight its commitment to education. The school follows the academic session commencing in April and is easily accessible via all-weather roads. The school operates on a non-residential basis. Its management adheres to the standards set by the Department of Education, ensuring accountability and adherence to government guidelines.

The school’s dedication to providing a holistic and supportive educational experience is remarkable considering its rural setting. The emphasis on infrastructure, accessibility, and a strong teaching staff contributes to its success in providing primary education to the local community. The availability of a computer-aided learning lab hints at future endeavors aimed at integrating technology into the learning process.

The provision of meals underscores the school’s understanding of the importance of nutrition in learning and development, ensuring that students come to school ready to concentrate and learn without the worry of hunger. This provision of meals within the school premises speaks to a community-centered approach that prioritizes the needs of its students.

P.S. Dhaka Udhrhanpur embodies the spirit of providing educational opportunities in underserved areas. With its emphasis on infrastructure, accessibility, and a strong faculty, the school serves as a beacon of hope and progress for the children of its community, shaping young minds and building a brighter future.

The school’s use of Hindi as the medium of instruction is a strategic decision that promotes inclusivity and ensures that students are comfortable learning in their native language. This culturally sensitive approach makes learning more accessible and effective, paving the way for a higher quality education.

In conclusion, P.S. Dhaka Udhrhanpur’s commitment to quality education in a rural setting is commendable. Its resourceful infrastructure, dedicated staff, and inclusive policies contribute to providing a holistic learning environment, equipping students with the foundation they need to thrive. This dedication underscores the vital role of primary schools in rural communities and the importance of continued support for such institutions.