P.S.MAHMOD PUR TIGRI-2

P.S.MAHMOD PUR TIGRI-2 was established in 1999 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAGATPUR TANDA block of MORADABAD 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 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 141 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.S. MAHMOD PUR TIGRI-2: A Detailed Profile of a Rural Primary School

P.S. MAHMOD PUR TIGRI-2, a government-run primary school, serves the rural community of BHAGATPUR TANDA block in MORADABAD district, Uttar Pradesh. Established in 1999 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, offering a crucial foundation in primary education.

The school’s infrastructure comprises a pucca (permanent) building, housing five classrooms in good condition, along with additional rooms for non-teaching staff and the head teacher. While electricity is available, it’s currently non-functional. The school’s water supply relies on hand pumps, ensuring access to clean drinking water for students. Sanitation facilities include one functional boys’ toilet and one functional girls’ toilet. The school also boasts a library containing 141 books, providing valuable learning resources for its students.

Ramps are available, ensuring accessibility for students with disabilities. The school’s academic instruction is conducted in Hindi, reflecting the local language and cultural context. The dedicated teaching staff comprises two male teachers and two female teachers, under the guidance of one head teacher, Indresh Kumari. The total teaching staff strength is four. A mid-day meal program, provided and prepared within the school premises, ensures that students receive nutritious meals.

The school’s location in a rural area emphasizes its role in providing essential educational services to a community that may have limited access to other educational opportunities. The absence of a playground might present a challenge in providing holistic development opportunities for students; however, the presence of a functional library and commitment to providing meals reflects a dedication to student well-being. The school’s management, under the Department of Education, ensures adherence to educational standards and guidelines.

The school’s commitment to providing a quality education is evident in its provision of essential facilities, even in the face of infrastructural limitations. The presence of a library and the emphasis on Hindi instruction are particularly significant. The school’s focus on primary education underlines its vital role in laying the educational foundation for the students of the surrounding rural community.

The school’s management model, under the Department of Education, indicates a clear commitment to public education and ensures a degree of accountability and adherence to standardized curricula. The collaborative efforts of the teaching staff, including two male and two female teachers, create a balanced and supportive learning environment.

Further development of the school could include improvements to the electricity supply and the addition of a playground to enhance the students’ overall learning experience. Despite some limitations, P.S. MAHMOD PUR TIGRI-2 serves a crucial role in providing education to the community.

The school’s operational details highlight its commitment to providing education despite certain infrastructural challenges. The presence of a functional library, along with toilets for both genders, shows proactive steps towards supporting student well-being. The school’s rural location underscores its vital contribution to regional educational equity.

The emphasis on Hindi as the medium of instruction aligns with the local language and promotes a culturally sensitive learning environment. The mid-day meal program is a significant aspect of the school’s approach to holistic student care, ensuring that students receive adequate nutrition alongside their education. The availability of ramps for disabled students showcases a commitment to inclusivity.

The school’s information reflects its status as a vital community institution, contributing significantly to the educational development of children in a rural setting. The staff’s dedication, alongside the availability of key amenities, positions the school as a positive influence on the lives of its students. Continued support and development are crucial to ensuring its ongoing success.

Finally, the data highlights the important role of government-funded schools in providing primary education in rural areas. While some improvements could be made to facilities, the school successfully provides a foundation for children’s education, preparing them for the future. The commitment to providing meals and a functional library underscores a dedication to providing a supportive and enriching learning environment.