U/M/S MAHESHPUR

U/M/S MAHESHPUR was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in SUPAUL block of SUPAUL 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 10 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 Partial 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 250 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 Maheshpur: A Comprehensive Profile of a Bihar Primary School

U/M/S Maheshpur, a government-run primary school located in the rural heartland of Bihar, stands as a testament to the ongoing efforts to expand educational access in India. Established in 1956 and managed by the Department of Education, this co-educational institution provides primary and upper primary education, catering to students from Class 1 to Class 8. The school’s commitment to education is evident in its robust infrastructure and dedicated teaching staff.

The school boasts ten well-maintained classrooms, ensuring a conducive learning environment for its students. Beyond the classrooms, the school offers additional facilities crucial for holistic development. A well-equipped library houses 250 books, fostering a love for reading and learning. Furthermore, the presence of a playground provides a space for recreation and physical activity, enhancing the overall educational experience. The school also prioritizes the health and well-being of its students, providing access to hand pumps for drinking water. Separate toilet facilities for boys (1) and girls (2) are available and maintained for hygiene and safety. The school thoughtfully incorporates accessibility features including ramps for disabled students, ensuring inclusivity.

The teaching staff comprises seven dedicated educators – six male teachers and one female teacher, all committed to providing quality education in Hindi, the school’s primary language of instruction. The school’s commitment to nutritional well-being is showcased through its provision of midday meals, prepared and served within the school premises. The school’s infrastructure further includes a functional electrical connection and a partially constructed boundary wall. These aspects reflect a concerted effort towards creating a safe and supportive learning space.

While the school doesn’t offer pre-primary education, its focus on primary and upper primary education fulfills a critical need within the community. The school follows a curriculum that culminates in examinations recognized by “Others” boards for Class 10 and Class 10+2. This highlights the school’s role in providing a solid educational foundation for its students, preparing them for future academic pursuits. The school is accessible via an all-weather road, ensuring consistent student attendance irrespective of weather conditions. The academic year commences in April, aligning with the typical academic calendar in the region.

The school’s location in the Supaul block of the Supaul district places it within a context of significant educational need. The school’s consistent functioning since 1956 emphasizes its importance in the community. The school’s rural setting highlights its role in bridging the educational gap in underserved areas. The absence of computer-aided learning facilities points to areas for future improvement and potential for growth with technology integration. The school’s future development could significantly benefit from digital resources to enhance teaching and learning.

The school’s commitment to providing a comprehensive education is reflected in its multi-faceted approach. It provides not only academic instruction but also prioritizes facilities like a library, playground, and accessible sanitation, reflecting a holistic educational philosophy. The school’s continued operation underscores its importance within the community, providing a crucial educational service to numerous children.

U/M/S Maheshpur’s dedication to providing quality education is evident in its dedicated staff, maintained facilities, and the provision of essential amenities. The school’s future development will likely focus on expanding its resources and capabilities, potentially including the integration of technology and additional resources to enhance the learning experience.

The school’s long history of service speaks volumes of its impact on the community, highlighting its enduring commitment to education. U/M/S Maheshpur is a vital part of the educational landscape, contributing significantly to the development of the rural community. Further investments in its infrastructure and resources will undoubtedly strengthen its role in empowering the next generation of students.

The school’s profile serves as a case study for educational initiatives in rural areas, illustrating the challenges and successes encountered in providing accessible quality education. U/M/S Maheshpur’s existence showcases the resilience and adaptability of educational institutions in the face of various challenges.

The detailed information provided about U/M/S Maheshpur highlights the importance of comprehensive data collection in understanding the needs of schools and communities. Further analysis and similar profiles of schools will help to inform policy decisions and resource allocation to support educational progress.