S.P.L.JHS MARGHATI

S.P.L.JHS MARGHATI was established in 1999 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SUAR block of RAMPUR district of Uttar Pradesh. The school consists of Grades from 6 to 8. 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 Private 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 But Broken 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 Not Provided providing mid-day meal.

S.P.L.JHS MARGHATI: A Rural Upper Primary School in Uttar Pradesh

S.P.L.JHS MARGHATI is a privately-managed upper primary school located in the rural area of Suar block in Rampur district, Uttar Pradesh. Established in 1999, the school caters to students from grades 6 to 8, offering a co-educational learning environment.

The school building is privately owned and boasts five classrooms, ensuring adequate space for teaching and learning. The classrooms are maintained in good condition, fostering a conducive learning environment for students. Additionally, the school has two rooms dedicated to non-teaching activities, further enhancing its overall functionality.

While the school offers a playground for recreational activities, it lacks a library. The absence of a library limits access to a wider range of reading materials for students, highlighting a potential area for improvement.

Despite the lack of a library, S.P.L.JHS MARGHATI prioritizes the well-being of its students by providing access to clean drinking water through hand pumps. The school also boasts functional boys and girls toilets, ensuring proper sanitation facilities for all students.

The school’s infrastructure also includes a pucca boundary wall, though it is currently in a broken state. This raises concerns about the security and protection of the school premises and might require attention.

Regarding teaching resources, the school has two male teachers, but no female teachers are currently employed. The school’s academic instruction is delivered in Hindi, catering to the local language needs. The school is accessible via an all-weather road, ensuring convenient transportation for students and staff.

Although the school provides access to basic amenities, it lacks access to electricity. This limitation hampers the use of modern teaching aids and tools that rely on electricity, potentially impacting the quality of education.

Furthermore, the school does not offer computer-aided learning, indicating a lack of advanced technology for students. The school also does not provide midday meals, which could pose a challenge for students who may be unable to bring their own meals.

Despite these challenges, S.P.L.JHS MARGHATI remains a vital educational institution for the local community, providing upper primary education to students in a rural setting. With its focus on providing a basic learning environment, the school strives to equip students with foundational knowledge and skills, contributing to their overall development.

However, the school faces challenges in terms of infrastructure, resources, and technology. Investing in improvements such as electricity, a library, computer-aided learning facilities, and female teachers would significantly enhance the school’s capacity to provide a holistic and contemporary educational experience for its students.