U.M.S. SONSIHARI URDU

U.M.S. SONSIHARI URDU was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in NAWADA block of NAWADA 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 4 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 no playground. The school has a library and has 200 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. Sonsihari Urdu School: A Profile

U.M.S. Sonsihari Urdu School, established in 1971, serves the rural community of Nawada district in Bihar, India. Managed by the Department of Education, this co-educational primary and upper primary school (classes 1-8) plays a vital role in the local educational landscape. Instruction is primarily conducted in Hindi, catering to the linguistic needs of the student population.

The school’s infrastructure includes a government-provided building with four well-maintained classrooms. These facilities are supplemented by two additional rooms dedicated to non-teaching activities, and a separate space for the head teacher. The school is securely enclosed by a pucca (permanent) boundary wall and benefits from a reliable electricity supply.

Clean drinking water is readily available through functional hand pumps, ensuring the students’ health and hydration. Sanitary facilities are provided with one functional boys’ toilet and one functional girls’ toilet, prioritizing hygiene and well-being. Accessibility is enhanced with ramps, ensuring inclusivity for students with disabilities.

While the school lacks a playground, it boasts a library stocked with 200 books, fostering a love of reading and learning. The school’s commitment to nutrition is evident in its provision of midday meals, prepared on-site, contributing to students’ overall development.

The school’s faculty comprises seven teachers – four male and three female – dedicated to providing quality education. The school’s commitment to its students is evident in its dedication to providing a supportive and inclusive environment. The school follows the Others board for class 10 and 10+2.

The school’s operational details show its dedication to providing essential educational services. It is easily accessible via an all-weather road, ensuring consistent attendance, and the academic session commences in April. The absence of pre-primary sections and computer-aided learning facilities highlights areas for potential future development.

U.M.S. Sonsihari Urdu School provides a crucial educational service within its community. Its commitment to providing basic facilities, a well-structured curriculum, and a dedicated teaching staff ensures that the students receive a quality education, empowering them to reach their full potential.

This government school plays a vital role in providing accessible education in a rural setting. Its focus on essential facilities like clean water, sanitation, and a library demonstrates a dedication to holistic student well-being.

The school’s relatively small size allows for personalized attention to students and fosters a close-knit learning community. The Hindi instruction medium reflects the local language, maximizing accessibility and comprehension for all students.

Future development may involve expanding facilities such as the addition of a playground or integrating technology into the curriculum through computer-aided learning. However, the school’s current state demonstrates a strong foundation for delivering essential primary and upper primary education in the Nawada district.