U.P.S. MAKRANDPUR DHIMARPURA

U.P.S. MAKRANDPUR DHIMARPURA was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in KATRA KHUDAGANJ block of SHAHJAHANPUR district of Uttar Pradesh. The school consists of Grades from 6 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 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 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 Provided and Prepared in School Premises providing mid-day meal.

U.P.S. Makrandpur Dhimarpura: A Rural Upper Primary School in Uttar Pradesh

U.P.S. Makrandpur Dhimarpura, a government-run upper primary school, stands as a vital educational institution in the rural landscape of Uttar Pradesh. Established in 2009, the school serves the community of Katra Khudaganj block in Shahjahanpur district, playing a crucial role in providing education to children in grades 6 through 8.

The school’s infrastructure comprises four classrooms in good condition, ensuring adequate space for learning. A dedicated room serves the head teacher, while additional rooms cater to non-teaching activities. The school also boasts a playground, offering essential space for physical activity and recreation. The presence of hand pumps provides a reliable source of drinking water, ensuring the health and well-being of students. Importantly, the school also features ramps for disabled students, promoting inclusivity and accessibility.

The school is managed by the Department of Education and operates as a co-educational institution, welcoming both boys and girls. Instruction is primarily conducted in Hindi, reflecting the local language context. The school’s rural location and all-weather road access ensure accessibility for students from diverse backgrounds. The academic year commences in April, aligning with the broader educational calendar.

The teaching staff consists of three male teachers, working collaboratively to deliver quality education. One head teacher leads the school’s administration, providing effective management and oversight. The school prioritizes nutritional well-being, providing mid-day meals prepared on the premises, ensuring that students have access to nutritious food and sustenance throughout their school day.

While the school’s facilities include separate functional boys’ and girls’ toilets, it currently lacks a boundary wall and a library. Furthermore, computer-aided learning is not yet implemented, and the school does not possess computers for teaching and learning purposes. These areas represent potential opportunities for future development and improvement.

The school’s management, under the Department of Education, continues to work towards enhancing the educational experience. The focus remains on providing a supportive learning environment for students in grades 6-8, equipping them with the necessary skills and knowledge for future success.

The absence of a library highlights the need for resource expansion, offering opportunities for enriching the learning environment through improved access to books and reading materials. Similarly, the integration of computer-aided learning could significantly augment educational opportunities, preparing students for a digitally evolving world.

Future development could also focus on enhancing the school’s infrastructure by adding a boundary wall for security, and the incorporation of computer-aided learning, introducing technology into the educational experience.

In summary, U.P.S. Makrandpur Dhimarpura serves as a vital educational resource in its rural community, providing essential learning opportunities for students in grades 6-8. Despite certain infrastructural limitations, the school’s commitment to quality education, coupled with the availability of resources such as mid-day meals and accessible facilities for disabled students, positions it as an integral part of the community’s educational fabric.

The school’s dedicated teaching staff, under the guidance of the head teacher, actively works to overcome the challenges presented by the current limitations, aiming to provide the best possible education to its students. The school’s commitment to improvement and continued development bodes well for the future, promising a stronger and more comprehensive educational experience for the children of Makrandpur Dhimarpura.