SRI KRASHNA VIDHA S.S. SILAMAI

SRI KRASHNA VIDHA S.S. SILAMAI was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in AWAGARH block of ETAH 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 Rented building. It has got 3 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 a 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.

SRI KRASHNA VIDHA S.S. SILAMAI: A Rural Primary School in Uttar Pradesh

SRI KRASHNA VIDHA S.S. SILAMAI, a primary school located in the rural area of AWAGARH block, ETAH district, Uttar Pradesh, has been providing education since its establishment in 2005. Managed privately and unaided, this co-educational institution caters to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated staff of six teachers, including four male and two female educators, and a single head teacher, HARENDRA SINGH. Hindi serves as the primary language of instruction.

The school’s infrastructure, while modest, is functional. Housed in a rented building, it comprises three well-maintained classrooms designed for effective learning. Additional rooms support non-teaching activities, with a dedicated space for the head teacher. The school grounds feature a playground, providing a valuable space for recreation and physical activity. A sturdy pucca boundary wall ensures the safety and security of the students. The provision of hand pumps guarantees a reliable source of drinking water for the students and staff. Separate functional boys’ and girls’ toilets underscore the school’s commitment to hygiene and sanitation. The presence of ramps ensures accessibility for disabled children, highlighting the school’s inclusive approach.

While the school does not offer pre-primary education, its focus remains firmly on providing quality primary education. The school operates under the “Others” board classification for both class 10th and 10+2. The lack of computer-aided learning facilities and a library, however, represents areas for potential future development. The absence of a mid-day meal program is also notable. Despite these limitations, the school’s dedication to providing a basic education to the children in the rural community is commendable.

The school’s location in a rural setting highlights its crucial role in bridging the educational gap. It serves as a beacon of hope, providing access to education for children who might otherwise lack such opportunities. The school’s accessibility via an all-weather road ensures consistent attendance, irrespective of weather conditions. The academic session commences in April, aligning with the typical academic calendar.

The school’s management, despite relying on a rented building and lacking some modern amenities, demonstrates a remarkable commitment to providing basic education. The dedicated teaching staff and functional facilities showcase the school’s dedication to its students’ well-being.

The availability of separate toilet facilities for boys and girls underlines the school’s attention to gender-sensitive needs and hygiene. The provision of ramps demonstrates a commitment to inclusivity, ensuring that children with disabilities have equal access to education.

The school’s rural setting emphasizes its vital role in providing education to children in underserved communities. The absence of a midday meal program, while a limitation, does not diminish the school’s significant contribution to the community’s educational landscape.

The all-weather road access guarantees consistent attendance for students, regardless of weather conditions, ensuring continuity in their education. The April start date for the academic session aligns with the regional educational calendar.

The school’s infrastructure, though basic, adequately supports its educational purpose. The well-maintained classrooms, functional toilet facilities, and accessible playground create a conducive learning environment.

The dedicated team of teachers, committed to providing quality education to the students, forms the heart of SRI KRASHNA VIDHA S.S. SILAMAI. The school serves as a testament to the power of education in uplifting rural communities.