PS PARSEHARA SHARIFPUR-2

PS PARSEHARA SHARIFPUR-2 was established in 1966 and it is managed by the Department of Education. It is located in Rural area. It is located in HARGAON block of SITAPUR 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 Non-Ashram type (Govt.) 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 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 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.

PS Parsehara Sharifpur-2: A Rural Primary School in Sitapur, Uttar Pradesh

PS Parsehara Sharifpur-2, a government-run primary school, serves the rural community of Hargaon block in Sitapur district, Uttar Pradesh. Established in 1966, this co-educational institution offers education from Class 1 to Class 5, with Hindi as the primary language of instruction. The school’s dedication to providing quality education is evident in its well-maintained facilities and dedicated teaching staff.

The school boasts five classrooms, ensuring ample space for students to learn effectively. While lacking a boundary wall and electricity, the school prioritizes the safety and well-being of its students with functional boys’ and girls’ toilets, and readily available hand pumps providing clean drinking water. The presence of a library and playground further enriches the learning environment, fostering holistic development.

The school’s commitment to inclusive education is reflected in the provision of ramps for disabled children, ensuring equal access to learning opportunities. The dedicated team of two teachers – one male and one female – are pivotal in creating a supportive and engaging learning atmosphere for all students. The head teacher, Rajesh, leads this team, providing guidance and support to ensure the smooth operation of the school.

The mid-day meal program is a vital part of the school, providing nutritious meals that help students concentrate on their studies. This program, prepared and served on the school premises, contributes significantly to the overall welfare of the student body. The school’s management falls under the Department of Education, ensuring adherence to governmental standards and guidelines.

The school’s rural location signifies its crucial role in providing educational opportunities to children in underserved areas. By providing primary education, the school lays a strong foundation for these children’s future academic pursuits. The school’s consistent operation since 1966 demonstrates its long-standing contribution to the community’s development.

The school’s infrastructure, while not extravagant, is functional and conducive to learning. The presence of a playground underscores the importance of physical activity in a child’s development, supplementing academic learning. This balanced approach ensures the holistic development of the students, promoting their physical and mental well-being.

The absence of computers and a computer-aided learning lab presents an area for potential development. However, the school’s focus on providing a foundational education, coupled with its dedication to student welfare, highlights its positive impact on the community.

Future improvements could involve obtaining electricity, constructing a boundary wall, expanding the library’s collection, and incorporating technology into the curriculum. These additions would undoubtedly enhance the overall quality of education offered at PS Parsehara Sharifpur-2.

The school’s dedication to providing a quality education despite its resource limitations showcases its commitment to the community’s well-being. The school serves as a pillar of the community, contributing significantly to the education and development of young minds in the rural area.

In summary, PS Parsehara Sharifpur-2 stands as a testament to the dedication of its teachers and staff in providing primary education to children in a rural setting. Its continued operation and commitment to the holistic development of its students solidify its importance within the community. The school’s ongoing efforts demonstrate its vital role in shaping the future of its students and contributing to the progress of the wider community.