SSM SEELA BANGHAT

SSM SEELA BANGHAT was established in 2008 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DWARIKAHL block of GARHWAL district of Uttarakhand. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 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 178 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.

SSM SEELA BANGHAT: A Rural Primary School in Uttarakhand, India

SSM SEELA BANGHAT is a primary school located in the rural area of DWARIKAHL block, GARHWAL district, Uttarakhand, India. Established in 2008, this privately managed, co-educational school provides education from Class 1 to Class 5, also offering a pre-primary section. The school’s commitment to education is evident in its facilities and dedicated teaching staff.

The school building, privately owned, houses two classrooms in good condition, along with additional rooms for non-teaching activities and a separate space for the head teacher. While lacking a boundary wall, the school boasts electricity, a functional playground, and a library stocked with 178 books, offering a supportive learning environment.

Instruction is primarily conducted in Hindi, with a dedicated team of teachers including one male teacher, two female teachers, and one pre-primary teacher. The head teacher, Mukesh, leads the school’s educational initiatives, ensuring a focused approach to learning. The school’s commitment to accessibility includes functional boys’ and girls’ toilets, as well as a tap water supply.

Despite its rural location, the school is easily accessible via an all-weather road, ensuring convenient access for students. The school operates on an April start date for its academic session, aligning with the regional academic calendar.

The school’s focus on foundational education is underscored by its classification as “Primary only (1-5),” indicating its dedication to providing a strong base for students’ academic journeys. The absence of a computer lab or computers indicates a reliance on traditional teaching methods, though the presence of a library suggests a commitment to literacy development.

While the school does not provide mid-day meals, its presence of essential facilities like toilets and a water supply ensures the basic needs of students are met. The school’s commitment to providing education in a rural setting showcases its importance to the community.

The school’s management emphasizes providing a solid foundation in early education. The absence of higher classes (above Class 5) directs its resources to effectively serving its current student population. This strategic focus ensures quality education for its students in the formative years of their schooling.

SSM SEELA BANGHAT’s dedication is further highlighted by its lack of reliance on contract teachers. The small, stable teaching staff fosters a close-knit learning environment, potentially leading to more personalized student support.

The school’s location in a rural area showcases its role in providing educational opportunities where access might be limited. Its existence contributes significantly to the educational landscape of the region, ensuring that even those in less accessible areas have access to primary education.

The information available does not include details on the school’s enrollment or future plans, limiting a more comprehensive overview. Further research could provide additional insights into the school’s impact on the community and its students’ academic achievements.