PRIVT. HS DURGESHWARI, ANUPPUR

PRIVT. HS DURGESHWARI, ANUPPUR was established in 1993 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in JAITHARI block of ANUPPUR district of Madhya Pradesh. The school consists of Grades from 1 to 10. 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 Private building. It has got 6 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 Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 2160 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 Not Provided providing mid-day meal.

PRIVT. HS DURGESHWARI, ANUPPUR: A Comprehensive Overview

PRIVT. HS DURGESHWARI, located in Anuppur, Madhya Pradesh, is a private, co-educational school established in 1993. Situated in an urban area within the Jaithari block, this institution offers education from Class 1 to Class 10, catering to a diverse student body. The school’s infrastructure comprises a private building with six well-maintained classrooms, ensuring a conducive learning environment for its students.

The school boasts a functional library, stocked with 2160 books, fostering a love for reading and learning among its students. A dedicated playground provides ample space for recreational activities and physical development, complementing the academic curriculum. Furthermore, the school ensures the well-being of its students by providing access to tap water, and maintaining separate functional boys’ and girls’ toilets. The presence of a pucca boundary wall and reliable electricity supply guarantees a safe and secure learning space.

The teaching staff consists of five teachers – four males and one female – who deliver instruction primarily in Hindi. The school’s management is private and unaided, emphasizing its commitment to providing quality education independently. The school building is not used as a shift school and operates solely for its designated students. It maintains a well-defined academic structure, with the academic year commencing in April.

Despite the school’s efforts to provide a complete educational experience, some areas could benefit from enhancements. The absence of computer-aided learning facilities and computers represents a significant gap in the school’s technological resources, limiting its ability to adopt modern teaching methodologies.

The school’s commitment to accessibility is limited, as it currently lacks ramps for students with disabilities, requiring attention for future development. The absence of a midday meal program further highlights areas where future enhancements could improve overall student experience and well-being.

The school’s management actively works to improve the school’s physical plant, and noted that it previously shifted locations to improve infrastructure and access for students.

The school’s location in an urban area makes it easily accessible, though further details on transportation infrastructure are unavailable. The school’s strong focus on academics, combined with its foundational infrastructure, suggests a committed institution working to provide quality education within its current resources.

Overall, PRIVT. HS DURGESHWARI, ANUPPUR, presents a picture of a functional school striving to provide a basic level of education to the community it serves. Further investment in technology, accessibility features, and potential midday meals could greatly enhance its capacity to provide a holistic and enriching educational experience for its students.

Further information regarding specific curriculum details, extracurricular activities, and the head teacher remains unavailable, highlighting the need for more comprehensive information to fully assess the school’s strengths and potential areas for improvement.

For prospective parents and educational researchers, a visit to the school would provide valuable insights into its day-to-day operations and student environment. The school’s focus on basic education within its available resources presents both opportunities and challenges for its continued growth and development.