P.S.OONKHURD

P.S.OONKHURD was established in 1999 and it is managed by the Department of Education. It is located in Rural area. It is located in NIGOHI 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 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 0 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.OONKHURD Primary School: A Profile

P.S.OONKHURD, a government-run primary school, stands as a vital educational institution serving the rural community of Nigohi block in Shahjahanpur district, Uttar Pradesh. Established in 1999 under the Department of Education, this co-educational school provides primary education (classes 1-5) to the children of the region. The school’s dedication to providing quality education is evident in its commitment to providing a suitable learning environment and essential facilities for its students.

The school building, a solid pucca structure, houses five well-maintained classrooms, ensuring a conducive learning atmosphere for the students. A dedicated room is also available for the headmaster and teachers, reflecting the school’s focus on providing adequate space for staff. Additional rooms beyond the classrooms support various non-teaching activities. While the school lacks electricity and a playground, the provision of hand pumps ensures access to clean drinking water. Importantly, ramps are available, ensuring accessibility for students with disabilities.

The school’s curriculum is taught in Hindi, and the dedicated teaching staff, comprising one male teacher and two female teachers, work collectively to provide comprehensive instruction. The school’s management is committed to providing mid-day meals to its students, prepared and served within the school premises. This crucial provision ensures students receive essential nutrition, supporting their learning and overall well-being.

The presence of a library, though currently without books, reflects the school’s intent to provide access to learning resources. The school’s administration recognizes the importance of a well-stocked library and is likely to actively work towards acquiring books and improving this critical aspect of the educational experience.

The school’s commitment to inclusivity is shown through the availability of separate functional toilets for boys and girls, addressing a crucial aspect of hygiene and comfort for students. This demonstrates the school’s dedication to ensuring a safe and supportive environment for all students.

The school operates as a standalone institution, without a pre-primary section or residential facilities, and there are no contract teachers. The single head teacher, Mahesh Chandra, leads the small but dedicated teaching staff. The absence of computers or computer-aided learning reflects a potential area for future development and improvement in the school’s infrastructure.

Located in a rural area, the school is accessible via all-weather roads, making it easily reachable for students from across the surrounding areas. The academic session at the school begins in April, following the standard academic calendar. The school’s management, under the Department of Education, continuously works towards improving the facilities and resources for its students.

The absence of a playground presents a potential area for development, as outdoor spaces are essential for the physical and social development of children. Similarly, the lack of electricity and computers highlights the need for further investment and support to enhance the school’s infrastructure and learning resources.

The school’s simple, yet functional infrastructure, combined with its dedicated teachers and commitment to mid-day meals, serves as a testament to the effort in providing basic primary education to the children in the rural area. As the school grows and receives further support, P.S.OONKHURD has the potential to expand its offerings and further enrich the learning experience for its students.

Looking ahead, P.S.OONKHURD has the potential to become an even more comprehensive educational center with investments in resources like a well-stocked library, a playground, electricity, and computers. This will ultimately enhance the quality of education and create a more holistic learning environment for its students, contributing significantly to the development of the community it serves.