S. Y. K.D.PUBLIC SCHOOL DASAMA

S. Y. K.D.PUBLIC SCHOOL DASAMA was established in 1995 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SARSAVA block of SAHARANPUR 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 Private building. It has got 8 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 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 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 Not Provided providing mid-day meal.

S. Y. K.D. Public School Dasama: A Detailed Profile

S. Y. K.D. Public School Dasama, a private co-educational primary school, stands as a vital educational institution in the rural landscape of Uttar Pradesh, India. Established in 1995 under private unaided management, the school serves students from Class 1 to Class 5, providing a foundational education within its community.

The school’s infrastructure includes a pucca (permanent) building with eight classrooms, ensuring a suitable learning environment for its students. Two boys’ toilets and two girls’ toilets are available, meeting basic sanitation needs. A playground and a library, while the latter currently lacks books, contribute to a well-rounded educational experience. The school’s access to drinking water is facilitated by hand pumps, demonstrating adaptability to local resources. Importantly, ramps for disabled children are provided, emphasizing inclusivity in the school’s design.

The school employs a dedicated team of five female teachers, ensuring a supportive and nurturing learning environment. The head teacher, Kavita, leads the school with a staff of five total teachers, indicative of a manageable class size and personalized attention for each student. The school’s management prioritizes the safety and well-being of its pupils.

Instruction is delivered in Hindi, making the curriculum relevant and accessible to the local community. The absence of a pre-primary section and a computer-aided learning lab indicates areas for potential future development. The school’s location in a rural area also highlights the importance of its role in providing quality education in underserved regions.

The school’s reliance on hand pumps for drinking water and the lack of electricity underscore the challenges faced by rural schools in providing optimal learning conditions. However, the presence of a playground and library, albeit needing additional books, showcases a commitment to creating a holistic learning environment.

The school’s physical structure, featuring a pucca boundary wall, creates a sense of security and defined space for learning. The eight classrooms provide sufficient space for the student population, fostering an environment conducive to teaching and learning. The school’s management structure, including the dedicated head teacher, further suggests an intentional approach to providing effective primary education.

The school’s management acknowledges the limitations in resources, such as the absence of computers and electricity, while emphasizing its strength in providing a foundational education in a supportive and safe environment. The committed teaching staff, the presence of necessary facilities, and the emphasis on inclusivity highlight its contributions to the local community.

S. Y. K.D. Public School Dasama’s dedication to providing primary education to rural students is commendable. While recognizing the need for resource upgrades in areas like electricity and computer-aided learning, the school has demonstrably made efforts to provide a solid educational foundation. The school serves as a crucial component in fostering literacy and education within its rural community.

The absence of a midday meal program indicates another area where additional support may be beneficial. However, the school’s existing amenities and the dedication of its staff showcase a fundamental commitment to providing quality primary education in a challenging environment. Future developments may include securing additional resources to enhance the learning experience for its students. This focus on improvement will enable S.Y.K.D. Public School Dasama to better serve its community.

The school’s ongoing operation underscores its enduring commitment to education in a rural setting, emphasizing the vital role played by such institutions in providing access to learning opportunities for young children in underserved areas. Continued support and development will strengthen its capacity to continue providing valuable education to its students for many years to come.