U.P.S.SAUFARI

U.P.S.SAUFARI was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in KHUTAR 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 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no 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 1 computers for teaching and learning purposes and all are functional. 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.SAUFARI: A Rural Upper Primary School in Uttar Pradesh

U.P.S.SAUFARI, a government-run upper primary school, serves the rural community of KHUTAR block in SHAHJAHANPUR district, Uttar Pradesh. Established in 2007 under the Department of Education, this co-educational institution caters to students from classes 6 to 8, offering a crucial link in their educational journey.

The school’s infrastructure comprises a sturdy pucca building, housing four well-maintained classrooms dedicated to teaching and learning. The school also boasts two functional boys’ toilets and two functional girls’ toilets, ensuring basic sanitation needs are met. Access to electricity ensures a conducive learning environment, even in the evenings. The school’s drinking water supply relies on hand pumps, a common feature in many rural areas. Notably, the school is equipped with ramps, ensuring accessibility for students with disabilities.

A single computer is available for educational purposes, although the school does not currently have a dedicated computer-aided learning lab. The school’s teaching staff consists of six female teachers and one head teacher, Preeti Prabha, highlighting a strong female presence in education within the community. The school provides and prepares mid-day meals on the premises, an essential support for students.

The medium of instruction is Hindi, reflecting the local linguistic context. The school follows the “Others” board for classes 10 and 10+2, indicating a unique approach to curriculum and assessment. Its location in a rural setting underscores its vital role in providing educational opportunities to children who might otherwise lack access.

The school’s management firmly places it under the umbrella of the Department of Education, ensuring adherence to established educational guidelines and regulations. This affiliation ensures consistent oversight and resource allocation. The lack of a playground and library signifies opportunities for future development and enhancement of the school’s facilities.

The absence of a pre-primary section indicates a specific focus on upper primary education, targeting a defined age group. The school’s commitment to providing a safe and accessible environment for students, particularly with the presence of ramps for disabled children, reflects a dedication to inclusive education.

The single computer available speaks to the need for future investment in technology to enhance learning opportunities, potentially leading to the establishment of a dedicated computer lab. The school’s success hinges on the continued dedication of its teachers and the support of the local community.

Despite lacking certain amenities like a library and playground, U.P.S.SAUFARI stands as a crucial pillar of education in its rural area. Its commitment to providing quality education, despite the resource constraints, underscores its important role in shaping the futures of its students.

The availability of electricity and functional sanitation facilities demonstrate that basic infrastructural necessities are met. Ongoing efforts to improve and expand facilities would significantly benefit the student body, and the school’s management would likely welcome such improvements.

The success of U.P.S.SAUFARI is a testament to the efforts of its teachers and the community’s commitment to education. The school represents a significant contribution to the educational landscape of the region. The future holds exciting possibilities for further development and expansion.