SATYAWATI S S M

SATYAWATI S S M was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SADAR block of PRATAPGARH 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 2 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 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 no 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 Applicable providing mid-day meal.

Satyavati S S M: A Rural Primary School in Pratapgarh, Uttar Pradesh

Satyavati S S M is a private, co-educational primary school located in the rural SADAR block of Pratapgarh district, Uttar Pradesh. Established in 2009, this school offers education from Class 1 to Class 5, using Hindi as the primary medium of instruction. The school’s management is categorized as Pvt. Unaided, highlighting its independent operational structure.

The school’s infrastructure comprises two classrooms, housed in a private building. While functional, the school lacks certain amenities commonly found in other educational institutions. Specifically, there is no boundary wall, electricity connection, library, playground, or computer-aided learning facilities. However, the school does have essential facilities such as hand pumps providing drinking water and separate functional toilets for boys and girls.

The teaching staff consists of a single male teacher, dedicated to imparting education to the students. The school’s focus remains solely on primary education, with no pre-primary section or higher secondary classes offered. The school operates on a standard academic calendar, commencing its sessions in April.

Accessibility to the school is ensured by an all-weather road, making it reachable throughout the year. The school’s location in a rural setting caters to the educational needs of the local community. Its simple structure and essential amenities demonstrate its commitment to providing basic primary education.

While the school lacks some modern facilities like computers and a library, its existence underscores the importance of educational access in rural areas. The absence of these amenities presents opportunities for future development and improvement, potentially through community involvement or external support.

The school’s management structure, classified as Pvt. Unaided, implies a reliance on self-funding and community support for its continued operation. This characteristic may influence the pace of its development and the range of resources available.

Further information about the school, including contact details, is currently unavailable. However, the provided data reveals a dedication to basic primary education within a resource-constrained environment. This paints a picture of a school striving to serve its community despite limitations.

The school’s single male teacher plays a crucial role in the educational lives of its students. This highlights the importance of individual commitment in providing essential education services, particularly in under-resourced settings.

The lack of a pre-primary section suggests a focus on formal primary education. This potentially reflects local community preferences or the school’s capacity constraints.

The availability of functional toilets underscores the school’s commitment to providing a safe and hygienic learning environment for its students. This commitment to basic infrastructure is fundamental for a conducive learning space.