S.V.M. LAHARPUR

S.V.M. LAHARPUR was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LAHARPUR block of SITAPUR district of Uttar Pradesh. The school consists of Grades from 1 to 8. 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 6 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 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.V.M. LAHARPUR: A Comprehensive Overview of a Rural Primary School

S.V.M. LAHARPUR, a private, co-educational primary school, stands as a vital educational institution in the rural landscape of Uttar Pradesh, India. Established in 2001, this school plays a crucial role in providing education to children from Class 1 to Class 8. Its location within the LAHARPUR block of SITAPUR district makes it easily accessible, serving the immediate community and contributing significantly to the region’s educational landscape. The school’s management is private and unaided, reflecting a commitment to providing quality education independent of government funding.

The school’s infrastructure includes six classrooms, ensuring adequate space for instruction. The presence of a playground and a library (although currently without books) indicates a commitment to holistic child development, combining academic learning with physical activity and access to reading resources. Importantly, the school boasts a reliable source of tap water, addressing a critical need for clean drinking water for students. Toilets are provided for both boys and girls, showing an awareness of the importance of sanitation and hygiene.

While lacking computer-aided learning facilities and computers, the school’s dedication to education is evident in other ways. The school’s instruction is conducted in Hindi, reflecting the local language and catering to the linguistic needs of the students. The presence of ramps signifies an inclusive approach to accommodate children with disabilities.

The school’s teaching staff comprises four male teachers, dedicated to imparting knowledge and shaping young minds. The head teacher, Suresh Singh, leads the team with experience and expertise. The school operates within a single building and is not residential, indicating a focus on providing daytime instruction.

The school’s overall structure is private, and it does not offer a pre-primary section or provide midday meals. This information allows parents and community members to make informed choices about their children’s schooling, understanding what the school offers and its limitations. While there are no additional details concerning the school’s contact information, its physical presence and commitment to education are valuable assets to the community.

The school’s commitment to education is further emphasized by the absence of contract teachers, indicating a preference for stable, experienced educators. The school’s physical location is accessible via roads suitable for all weather conditions, ensuring uninterrupted education throughout the year. The academic year begins in April, aligning with the typical academic calendar.

The school’s lack of a boundary wall might represent a future area of improvement, enhancing the overall security and safety of the students. However, the availability of electricity, a playground, and functional toilets demonstrates a focus on practicality and the student experience.

S.V.M. LAHARPUR’s dedication to providing primary education in a rural setting makes it a significant part of the community’s fabric, fostering learning and growth within its student body. Future development plans might include expanding the library’s collection, incorporating computer-aided learning, and potentially improving the security of the school grounds.

Further information about the school’s specific enrollment process and additional programs is not provided within the dataset. Potential inquiries should be directed to the school administration directly for clarification.

In conclusion, S.V.M. LAHARPUR is a valuable educational resource providing essential learning opportunities to children in a rural area. Its commitment to providing a functional and safe learning environment for its students is commendable. While there is room for future development and expansion, its current infrastructure and teaching staff make it an important community asset.