U.P.S. SURAJPUR ERVA

U.P.S. SURAJPUR ERVA was established in 1994 and it is managed by the Department of Education. It is located in Rural area. It is located in ERVA KATRA block of AURAIYA 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 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 doesn’t 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 150 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. SURAJPUR ERVA: A Government Upper Primary School in Rural Uttar Pradesh

Nestled in the rural heart of Uttar Pradesh, U.P.S. SURAJPUR ERVA stands as a testament to the dedication to education in the region. This government-run upper primary school, located in the district of [District Name], serves the community with its focus on quality education for children in classes 6 to 8.

A Comprehensive Learning Environment

The school boasts three classrooms, equipped with basic infrastructure like boys’ and girls’ toilets, providing a safe and hygienic environment for students. While the school’s electrical connection is currently not functional, the presence of a library with over 150 books and a playground offers students ample opportunities for learning and recreation. The school also provides drinking water through hand pumps and features ramps for students with disabilities, showcasing a commitment to inclusivity.

Academic Focus and Curriculum

U.P.S. SURAJPUR ERVA prioritizes the development of young minds through its upper primary curriculum. The school primarily uses Hindi as the medium of instruction, and boasts a dedicated team of three male teachers. The school also offers meals prepared on-site, ensuring students receive proper nourishment alongside their education.

A Legacy of Learning

Established in 1994, U.P.S. SURAJPUR ERVA has played a crucial role in shaping the lives of students in the surrounding village for over two decades. The school’s commitment to providing quality education in a supportive environment has instilled a passion for learning in countless young minds.

A Beacon of Hope for the Community

With its focus on inclusivity, accessibility, and holistic development, U.P.S. SURAJPUR ERVA continues to serve as a vital resource for the local community. This government-managed institution provides a pathway for students to acquire essential skills and knowledge, empowering them to build brighter futures. The school’s dedication to its students and its dedication to providing a strong academic foundation makes it a valuable asset to the community.

U.P.S. SURAJPUR ERVA: A Profile

• School Type: Co-educational
• Location: Rural
• Management: Department of Education
• Instruction Medium: Hindi
• Classes: From Class 6 to Class 8
• Total Teachers: 3
• Boarding Facility: Yes
• Library: Yes, with 150 books
• Playground: Yes
• Drinking Water: Hand Pumps
• Ramps for Disabled: Yes
• Board for Class 10: Others
• Board for Class 10+2: Others
• Electricity: Yes, but not functional

Beyond the Basics:

While U.P.S. SURAJPUR ERVA offers a solid foundation in academics, the school lacks access to computer-aided learning and a boundary wall. The absence of these resources highlights the need for further investment to enhance the learning experience for students and ensure the school’s long-term sustainability.