U.P.S.SARAIYA AKBARPUR

U.P.S.SARAIYA AKBARPUR was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in KASMANDA block of SITAPUR 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 Non-Ashram type (Govt.) 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 245 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.SARAIYA AKBARPUR: A Rural Upper Primary School in Sitapur, Uttar Pradesh

U.P.S.SARAIYA AKBARPUR, a government-run upper primary school, serves the rural community of KASMANDA block in Sitapur district, Uttar Pradesh. Established in 2006 under the Department of Education, this co-educational institution provides quality education to students from classes 6 to 8. The school’s commitment to education is evident in its dedicated teaching staff and comprehensive facilities.

The school’s infrastructure comprises three well-maintained classrooms, creating a conducive learning environment for its students. Beyond academics, the school offers additional spaces for non-teaching activities and a dedicated room for the head teacher. The presence of a library stocked with 245 books fosters a love for reading and learning beyond the classroom. A playground provides a space for physical activity and recreation, promoting holistic child development.

Accessibility is a key priority. The school features ramps, ensuring easy access for students with disabilities. Clean drinking water, provided via hand pumps, is readily available, addressing a crucial health and hygiene need. Furthermore, separate functional toilets for boys and girls are available. While the school currently lacks electricity and a boundary wall, its dedication to providing essential services remains consistent.

The teaching staff consists of two dedicated educators – one male and one female – ensuring a balanced approach to education. The head teacher, Sulekha Sharma, provides invaluable leadership. Hindi serves as the primary medium of instruction, allowing students to learn comfortably in their native language. The school operates on an April-to-March academic calendar, aligning with the broader educational framework of the region.

The school’s commitment extends beyond the provision of basic education; it also prepares and serves midday meals on the school premises, ensuring that students’ nutritional needs are met. The school’s rural location underscores its vital role in bridging educational gaps and providing opportunities to children in underserved areas.

Despite lacking computer-aided learning facilities and computers for educational purposes, the school effectively delivers a quality education through its committed teachers and resources. The school’s dedication to providing a well-rounded education, combined with its focus on accessibility and welfare, makes it a valuable asset to the community.

The school’s location in a rural setting highlights the importance of its role in bridging the educational gap and ensuring access to quality education for children in underserved areas.

The absence of a boundary wall, while noteworthy, does not diminish the school’s commitment to providing a safe and nurturing learning environment. The school’s management actively works towards improving its facilities.

Further development plans for U.P.S.SARAIYA AKBARPUR could include securing electricity connections, constructing a boundary wall, and incorporating computer-aided learning into the curriculum. These improvements would further enhance the learning experience and ensure the school remains a vital community asset for years to come.

In summary, U.P.S.SARAIYA AKBARPUR is a testament to the dedication of educators working to provide quality education in a rural setting. The school’s ongoing efforts to provide essential services like midday meals and accessible facilities showcase its commitment to the well-being and academic progress of its students. The school’s ongoing journey of improvement further solidifies its position as a cornerstone of the community.