U.M.S. SURDASPUR

U.M.S. SURDASPUR was established in 1984 and it is managed by the Department of Education. It is located in Rural area. It is located in SHEKHPURA block of SHEIKHPURA 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 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 No Boundary Wall 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 300 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. Surdaspur: A Detailed Profile of a Bihar Primary School

U.M.S. Surdaspur, a government-run primary school in Bihar, India, offers a valuable educational service to the rural community. Established in 1984 under the Department of Education, the school provides a co-educational environment for students from Class 1 to Class 8. The school’s commitment to education is evident in its dedicated staff and available resources.

The school’s infrastructure comprises three well-maintained classrooms, suitable for effective teaching. While it lacks a boundary wall and a playground, the presence of a library stocked with 300 books demonstrates a commitment to fostering a love of learning beyond the curriculum. The availability of hand pumps ensures access to clean drinking water, and the inclusion of ramps caters to the needs of disabled students, highlighting the school’s dedication to inclusivity.

The teaching staff consists of seven male teachers and three female teachers, totaling ten dedicated educators. Hindi serves as the primary medium of instruction, enabling effective communication and understanding within the student body. The school operates on an academic calendar that commences in April, aligning with the regional educational framework. Meals are prepared and provided on the school premises, ensuring students’ nutritional needs are met.

The school’s management falls under the Department of Education, ensuring adherence to established educational standards and regulations. Its rural location underscores its crucial role in providing educational opportunities to children in underserved areas. The school’s classification as “Primary with Upper Primary (1-8)” reflects its comprehensive approach to foundational education, laying a strong base for future learning.

While the school lacks computer-aided learning facilities and a pre-primary section, its existing resources and dedicated staff effectively serve the needs of its students. The absence of computers, however, presents an opportunity for future development and technological integration to enhance the learning experience.

The presence of separate boys’ and girls’ toilets emphasizes the school’s commitment to providing a safe and comfortable learning environment for all students. The school’s functional facilities are indicative of its operational efficiency and commitment to providing a conducive learning atmosphere.

The fact that the school is not a residential school and doesn’t have a pre-primary section provides a clear picture of its focus: providing quality primary and upper primary education to the local community. The school’s operational efficiency and commitment to providing a safe and inclusive learning environment are noteworthy aspects.

The school’s location in the Shekhpura block of the Shekhpura district, Bihar, further highlights its role in serving a specific geographical area. The information provided reflects its strengths and areas for potential improvement, enabling future planning and resource allocation for enhanced educational outcomes.

The school’s infrastructure, while modest, is functional and adequately equipped to support the teaching and learning process. The availability of a library and separate toilets demonstrates a commitment to providing essential amenities beyond the classroom. The overall operational efficiency of the school stands as a testament to the dedication of its staff.

In conclusion, U.M.S. Surdaspur serves as a vital educational institution within its community. While opportunities exist for expansion and the integration of modern technologies, the school’s current functionality and commitment to providing a quality education underscore its significant contribution to the educational landscape of rural Bihar. The school’s commitment to providing a safe, inclusive and functional learning environment should be commended.