U.M.S ADMARASTIPUR

U.M.S ADMARASTIPUR was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in BARUN block of AURANGABAD (BIHAR) district of Bihar. The school consists of Grades from 1 to 8. 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 Government building. It has got 13 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 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 a library and has 100 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 Provided and Prepared in School Premises providing mid-day meal.

U.M.S Admarastipur: A Comprehensive Profile of a Bihar Primary School

U.M.S Admarastipur, a government primary school located in the rural area of Aurangabad district, Bihar, stands as a testament to the commitment to education in even the most remote corners of the state. Established in 1971 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, offering a crucial foundation for their academic journey. The school’s Hindi-medium instruction ensures accessibility for the local community.

The school’s infrastructure reflects a dedication to providing a conducive learning environment. Thirteen classrooms provide ample space for instruction, supported by a functional library housing 100 books, promoting a love of reading and learning. A playground provides space for physical activity, fostering holistic development. The presence of both boys’ and girls’ toilets underscores the school’s commitment to hygiene and inclusivity. The school building, constructed of pucca material, guarantees durability and safety for the students and staff.

A reliable supply of drinking water via hand pumps ensures the students’ well-being. The school boasts a pucca boundary wall for security and a reliable electricity connection, facilitating the use of educational resources and ensuring a comfortable learning experience. The accessibility of the school via all-weather roads ensures that students can reach the school regardless of weather conditions. The school’s rural location provides a unique context for learning, connecting students to their environment.

The teaching staff comprises six dedicated educators: four male teachers and two female teachers, working collaboratively to impart knowledge and skills. The school’s academic focus extends to both primary and upper primary levels (classes 1-8), offering a comprehensive educational experience. The school’s management adheres to the ‘Others’ board for class 10 and 10+2 examinations. The provision of midday meals, prepared and served on the school premises, addresses the nutritional needs of the students, ensuring they are well-nourished for learning.

The school’s commitment to inclusivity is evident in the provision of ramps for disabled children, ensuring equal access to education for all. While the school currently does not offer computer-aided learning or have computers available, its well-maintained infrastructure and dedicated teachers lay a strong foundation for potential future advancements. The school’s operational hours adhere to a standard academic calendar, with sessions beginning in April.

The absence of a pre-primary section and residential facilities reflects the school’s current structure, catering primarily to students within commuting distance. The school’s non-residential nature maintains a clear focus on daily academic pursuits. The effective management by the Department of Education provides a solid framework for administrative oversight and resource allocation. Future expansions or enhancements could further benefit the students and the community it serves.

The school’s dedication to providing quality education, coupled with its commitment to inclusivity and safety, paints a picture of a vital educational hub within the community. The school’s location in the rural area emphasizes the government’s commitment to reaching even the most remote learners.

U.M.S Admarastipur’s strong foundation, built on accessible infrastructure, dedicated teachers, and a supportive learning environment, sets a positive example for primary education in Bihar. The school’s continuous operation since 1971 highlights its enduring contribution to the community. Further development and support will undoubtedly strengthen its capacity to foster successful futures for the students in its care.

The success of U.M.S Admarastipur is a reflection of the combined efforts of the teachers, students, and the Department of Education. The school’s contribution to the community extends beyond academic achievement, fostering a sense of community and opportunity within its rural setting. This dedication underscores the importance of accessible and inclusive education in promoting growth and development.