P.S. LATURI UMAT

P.S. LATURI UMAT was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in NALKHEDA block of AGAR MALWA district of Madhya 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 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 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 No Boundary Wall 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 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 303 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

P.S. LATURI UMAT: A Rural Primary School in Madhya Pradesh

P.S. LATURI UMAT is a government-run primary school located in the rural area of NALKHEDA block, AGAR MALWA district, Madhya Pradesh, India. Established in 1956, this co-educational institution serves students from Class 1 to Class 5, offering a Hindi-medium education. The school’s management falls under the Department of Education, reflecting its commitment to providing accessible primary education.

Infrastructure and Facilities:

The school building, a government structure, houses five classrooms, all in good condition. Beyond classrooms, two additional rooms cater to non-teaching activities, including a dedicated space for the head teacher. While lacking a boundary wall and electricity, the school boasts a playground and a library stocked with 303 books, signifying a commitment to extracurricular activities and learning resources. Ramps are available for disabled students, ensuring inclusivity. The school also provides midday meals, prepared and served on-site.

Educational Resources and Staff:

The school has three teachers – one male and two female – dedicated to providing quality education to its students. These teachers employ the Hindi language as the primary mode of instruction. The presence of a single computer further supports learning, despite the absence of a dedicated computer-aided learning lab. The absence of a pre-primary section indicates a focus on primary education within the existing infrastructure and resources.

Accessibility and Community:

The school’s location in a rural area highlights its crucial role in providing education to the local community. Its accessibility via an all-weather road allows students to attend regardless of weather conditions. The school’s operational structure includes separate boys and girls toilets, ensuring hygiene and safety for all students. The school year commences in April, aligning with the regional academic calendar.

Key Features and Statistics:

• Establishment Year: 1956
• Management: Department of Education
• Location: Rural Area, NALKHEDA Block, AGAR MALWA District, Madhya Pradesh
• Grades: 1-5
• Medium of Instruction: Hindi
• School Type: Co-educational
• Classrooms: 5
• Library: Yes (303 Books)
• Playground: Yes
• Toilets: Boys (1), Girls (1)
• Computers: 1
• Ramps for Disabled: Yes
• Midday Meal: Provided and Prepared in School Premises

Community Impact and Future Needs:

P.S. LATURI UMAT plays a vital role in providing basic education to children in the rural community. However, the lack of electricity and a boundary wall highlight potential areas for improvement. Securing electricity would significantly enhance the learning environment, while a boundary wall would provide increased safety and security. Further investment in educational resources and infrastructure could bolster the school’s ability to meet the growing educational needs of the community.

Conclusion:

P.S. LATURI UMAT stands as a testament to the commitment to providing primary education in rural areas. While facing infrastructural challenges, the school’s dedicated teachers and existing facilities offer a vital educational foundation for the children of the NALKHEDA community. Improvements in infrastructure and resources would further enhance the school’s capacity to provide a richer and more holistic educational experience. The school’s success relies on continued support and investment from the local government and community stakeholders.

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