PS. MAKRANDPUR

PS. MAKRANDPUR was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in MADNAPUR 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 3 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 a playground. The school has no 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. Makrandpur Primary School: A Comprehensive Overview

PS. Makrandpur, a government-run primary school in the rural area of Uttar Pradesh, India, stands as a testament to the commitment to education in underserved communities. Established in 2007 under the Department of Education, this co-educational institution provides a foundational education for children from Class 1 to Class 5. The school’s primary language of instruction is Hindi, reflecting the local linguistic context and ensuring accessibility for all students.

The school’s infrastructure, while modest, is functional and supportive of the learning environment. The solid pucca building houses three classrooms, each designed to facilitate effective teaching and learning. The presence of a playground fosters physical activity and recreational opportunities for the students, promoting holistic development beyond academics. Importantly, the school ensures the well-being of its students with functional boys’ and girls’ toilets, and hand pumps provide a reliable source of drinking water.

The school’s teaching staff consists of three male teachers, dedicated to providing quality instruction. The head teacher, Pramod Kumar, plays a crucial role in leading and managing the school’s operations, ensuring smooth functioning and effective educational delivery. The school operates under the Others board for classes 10 and 10+2, signifying its commitment to providing a comprehensive education within the available resources.

The absence of a pre-primary section, computer-aided learning facilities, and a library, while noteworthy, highlights areas for potential future development and enhancement. These aspects could be addressed through targeted interventions and resource allocation, potentially expanding the school’s capacity and enriching the learning experience for the students. The school’s management, under the Department of Education, ensures adherence to established educational standards and guidelines.

The school’s commitment to student welfare extends to providing mid-day meals, prepared and served on the school premises. This initiative ensures that students receive proper nourishment, supporting their academic performance and overall well-being. The rural location necessitates the school’s accessible all-weather road, ensuring regular attendance, regardless of weather conditions. The school’s operational year aligns with the academic calendar, starting in April.

PS. Makrandpur’s location within the Madnapur block of Shahjahanpur district places it within a specific geographical context. Understanding this context is crucial for appreciating the challenges and opportunities facing the school and its community. Further, the school’s status as a non-residential institution provides valuable insights into its operational structure and community engagement.

The school’s lack of computers and a computer-aided learning lab indicates a need for future technological advancements to enhance educational resources. However, the existing infrastructure and the dedicated teaching staff demonstrate the school’s commitment to delivering quality education within its given constraints. This commitment provides a solid foundation for future growth and improvement.

In conclusion, PS. Makrandpur Primary School serves a vital role in the community by providing a foundational education to its students. While certain aspects could benefit from improvements, the school’s functionality, commitment to student welfare, and dedicated staff highlight its significant contribution to the educational landscape of the region. Further development in areas such as technology integration and library facilities would significantly augment the school’s educational impact.

The information provided reflects the school’s current status and operational details. Future updates and developments might lead to changes in infrastructure, resources, or programs offered. Any such changes would reflect ongoing efforts towards enhancing the quality of education provided at PS. Makrandpur.