S.S.M.MALIKA

S.S.M.MALIKA was established in 1990 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KHUTAR 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 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 Partial 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 50 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 having a computer aided learning lab. The school is Not Provided providing mid-day meal.

S.S.M.MALIKA Primary School: A Profile

S.S.M.MALIKA, a private primary school located in the rural area of KHUTAR block, SHAHJAHANPUR district, Uttar Pradesh, India, offers a valuable educational service to its community. Established in 1990, this co-educational institution caters to students from Class 1 to Class 5, providing a crucial foundation for their academic journey. The school’s management is privately unaided, highlighting its commitment to delivering quality education despite lacking government support.

The school’s infrastructure comprises five classrooms, each in good condition and suitable for effective learning. Two boys’ toilets and two girls’ toilets ensure basic sanitation facilities for students. A notable feature is the presence of a library stocked with 50 books, providing access to reading materials and fostering a love for learning. The school also boasts a playground, offering recreational space for physical activity and healthy development.

Further enhancing the learning environment, S.S.M.MALIKA features a computer-aided learning lab, showcasing a commitment to integrating technology into education. The school’s accessibility is further enhanced by its location along an all-weather road, ensuring uninterrupted access for students and staff throughout the year. The school’s academic year commences in April, aligning with the broader educational calendar.

The teaching staff comprises a dedicated team of three teachers – two male and one female – ensuring a balanced and supportive environment. The school’s head teacher, SONY SHUKLA, leads the institution with experience and a commitment to excellence. Instruction is delivered in Hindi, catering to the local language needs of the students.

The school’s infrastructure includes a separate room for the head teacher, along with additional space for non-teaching activities. While the school currently lacks electricity, it has implemented alternative solutions; drinking water is provided via functional hand pumps. The school features a partial boundary wall, providing a measure of security for students.

Importantly, the school demonstrates inclusivity by providing ramps for disabled children, ensuring equal access to educational opportunities. The school’s commitment to providing quality education despite resource limitations is evident in its provision of a library and playground, alongside the emphasis on computer-aided learning, even without readily available computers. The absence of a pre-primary section reflects the school’s current focus on primary education.

The school’s rural location underscores its role in serving underserved communities. The absence of a midday meal program suggests potential for future development and partnerships to enhance student well-being. The information provided showcases S.S.M.MALIKA’s dedication to basic education, emphasizing its significant role within its community despite operational challenges.

S.S.M.MALIKA’s story highlights the challenges and successes of private schools in rural areas, providing a valuable case study for educational policymakers and organizations seeking to improve access to quality education in underserved communities across India. Further investigation into potential collaborations and resource provision could significantly enhance this school’s capacity to provide an even more comprehensive and enriching learning experience for its students.

The school’s reliance on hand pumps for drinking water highlights the need for improved infrastructure in rural areas. The absence of electricity may be a barrier to further technological integration, suggesting a potential area for community support and development initiatives. Despite these limitations, S.S.M.MALIKA showcases the dedication of educators in providing a basic education to children in rural communities.

This profile provides a valuable snapshot of S.S.M.MALIKA’s current status. Ongoing monitoring and evaluation will help assess the school’s progress and identify areas requiring further support. The school’s success in providing basic education despite limited resources serves as an inspiration and a reminder of the critical role of education in fostering development.