SIDDHESHWAR PRATAP BAHADUR

SIDDHESHWAR PRATAP BAHADUR was established in 1965 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in JAMO block of AMETHI CSM NAGAR district of Uttar Pradesh. The school consists of Grades from 6 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 8 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 Provided providing mid-day meal.

SIDDHESHWAR PRATAP BAHADUR: A Rural Upper Primary School in Uttar Pradesh

SIDDHESHWAR PRATAP BAHADUR is an upper primary school located in the rural area of Uttar Pradesh, India. Established in 1965, this private aided school caters to students from Class 6 to Class 8, providing a co-educational environment. The school is identified by the code 9732105101 and has a total of 8 classrooms.

The school’s curriculum follows the Hindi medium of instruction. It boasts a dedicated teaching staff, with 5 male teachers and 1 female teacher, totaling 6 teachers. Although the school offers an upper primary education, it does not provide pre-primary education. The students are preparing for examinations under the “Others” board for Class 10.

Despite its rural location, the school lacks certain essential facilities. It operates without electricity and a boundary wall. The students do not have access to a library or playground. Additionally, while the school provides hand pumps for drinking water, it doesn’t offer any meals to its students.

The school’s lack of amenities, such as a library, playground, and electricity, highlights the need for further development and investment in these areas. The school’s commitment to providing quality education in a rural setting, despite these challenges, deserves recognition.

The absence of computer-aided learning facilities further emphasizes the need for modernization. This could potentially be addressed by exploring partnerships with NGOs or government initiatives aimed at promoting digital literacy in rural schools.

Furthermore, the school’s reliance on hand pumps for drinking water highlights the importance of ensuring sustainable water sources, especially in rural areas facing water scarcity.

Despite these challenges, the school’s dedication to providing education to children in the rural community is commendable. The presence of a sufficient number of teachers indicates a commitment to quality instruction.

However, further investment in infrastructure and resources would significantly enhance the learning environment and contribute to the overall development of the students. The government and private organizations could play a vital role in supporting the school to overcome these challenges and provide better educational opportunities for the children in its care.