SERSAHA KHERA

SERSAHA KHERA was established in 2014 and it is managed by the Department of Education. It is located in Rural area. It is located in ASOHA block of UNNAO 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 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 Government 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 Pucca 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 a library and has 20 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SERSAHA KHERA Primary School: A Profile

SERSAHA KHERA, a government primary school (grades 1-5) located in the rural ASOHA block of UNNAO district, Uttar Pradesh, India, opened its doors in 2014. Managed by the Department of Education, this co-educational institution serves the local community with a focus on providing quality education.

The school’s infrastructure includes a pucca (permanent) building equipped with two classrooms, ensuring a conducive learning environment for its students. A dedicated room is available for the head teacher, facilitating administrative tasks and teacher support. Additional rooms are present for various non-teaching activities. The school’s facilities also include a functional library stocked with 20 books and hand pumps providing access to clean drinking water. Importantly, the school is equipped with a computer-aided learning lab containing two functional computers, demonstrating a commitment to integrating technology into the curriculum.

The school’s staff comprises two teachers – one male and one female – dedicated to providing instruction in Hindi, the medium of instruction. A head teacher, ROZI JAHAN, leads the school’s administrative and pedagogical functions. The school provides a mid-day meal, prepared on the premises, ensuring students receive proper nutrition to support their learning. Ramps for disabled children are available to ensure inclusive access to the school’s facilities. Although the school currently lacks electricity, the presence of toilets for both boys and girls underscores a commitment to providing a safe and comfortable learning environment.

While the school lacks a playground, the presence of a library and computer-aided learning facilities demonstrate efforts to create a stimulating learning environment. The school building itself is a permanent structure, surrounded by a pucca boundary wall for added security. The absence of a pre-primary section and the fact that it’s not a residential school reflects its current focus on primary education.

The school’s location in a rural area highlights its role in providing educational opportunities to underserved communities. The use of Hindi as the primary language of instruction connects the curriculum to the students’ local context and ensures accessibility.

The commitment to providing a mid-day meal underscores the school’s dedication to the holistic development of its students, addressing both educational and nutritional needs. The presence of functional toilets further contributes to a safe and hygienic learning environment.

The school’s infrastructure, though modest, effectively serves the needs of its students, providing essential resources for learning. The availability of computers and a library, despite limitations, emphasizes an effort to provide access to technology and enriching learning materials.

The school’s management and dedicated staff work diligently to provide the best possible education to the children of SERSAHA KHERA, and its contributions to the community are evident. While there’s room for future expansion and development, SERSAHA KHERA Primary School serves as a crucial pillar of education in its region.

Further investment in resources and infrastructure could potentially enhance the school’s ability to serve its students even more effectively. However, the school’s existing features demonstrate a strong commitment to providing a quality primary education within its resource constraints. The proactive inclusion of features such as ramps for disabled children demonstrates a commitment to providing an inclusive learning environment for all.

The school’s success in providing quality primary education within a rural setting showcases the dedication of the staff and the importance of government initiatives aimed at improving access to education for underserved communities. The school serves as a valuable asset to the SERSAHA KHERA community and beyond.