S.R.M. PUB.SCH. PS HATUASA BUJURG

S.R.M. PUB.SCH. PS HATUASA BUJURG was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHAWALKHERA 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 Private building. It has got 7 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 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 60 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.R.M. Public School: A Rural Primary School in Uttar Pradesh

S.R.M. Public School, located in Hatusa Bujurg village, is a private, co-educational primary school established in 2001. Situated in the rural Bhawalkhera block of Shahjahanpur district, Uttar Pradesh, this school caters to students from Class 1 to Class 5. The school’s management is privately unaided, reflecting its independent operation.

The school building is privately owned and features seven classrooms in good condition, along with additional rooms dedicated to non-teaching activities and a separate space for the teachers. The infrastructure includes a sturdy pucca boundary wall, ensuring the safety and security of the students. Reliable electricity ensures a conducive learning environment, while hand pumps provide a readily available source of drinking water.

Sanitary facilities are provided for both boys and girls, with one functional toilet each. The school also boasts a playground, fostering physical activity and recreation among the students. A well-stocked library containing 60 books is available, enriching the learning experience beyond the classroom.

The school’s teaching staff comprises five teachers; four males and one female. Instruction is conducted in Hindi, catering to the local linguistic needs of the students. The school’s academic focus is strictly on primary education (Classes 1-5). The lack of a pre-primary section and the absence of computer-aided learning facilities highlight areas for potential future development.

Despite the absence of computers and a computer lab, the school’s commitment to providing a basic education is commendable. The availability of essential amenities, including electricity, a library, and functional toilets, ensures a relatively comfortable learning environment. The school’s rural location underscores the crucial role it plays in providing education to children in underserved communities.

The school’s commitment to providing education in a rural setting is a significant contribution to the community. While certain resources may be limited, the dedication of its five teachers, the presence of a library, and the provision of basic facilities such as electricity and toilets showcase a commitment to quality primary education.

The school’s long history, since its establishment in 2001, signifies its role as a vital part of the Hatusa Bujurg community. Its continued operation and commitment to primary education highlight its importance in the development of the area.

The absence of a mid-day meal program indicates a potential area for improvement and future development, offering opportunities for enhanced student support and well-being. The lack of ramps presents a potential barrier to access for children with disabilities, indicating a need for future accessibility improvements.

Future improvements could focus on integrating technology, potentially through securing computers and establishing a computer lab. Furthermore, exploring options for a mid-day meal program could considerably enhance student welfare. Addressing accessibility issues by constructing ramps would ensure inclusivity for all children.

S.R.M. Public School, though limited in some resources, stands as a testament to the importance of basic primary education in rural communities. The school’s continued success is a significant indicator of the community’s support for education. Efforts to expand resources and facilities can further enhance the educational opportunities offered.