UMS CHHUHIPALI(SSA)

UMS CHHUHIPALI(SSA) was established in 2003 and it is managed by the Department of Education. It is located in Rural area. It is located in SARANGARH block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. 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 Not Applicable 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 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 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 300 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.

UMS Chhuhipali (SSA): A Comprehensive Profile of a Rural Upper Primary School

UMS Chhuhipali (SSA), a government-run upper primary school, stands as a vital educational institution serving the rural community of Sarangarh block in Raigarh district, Chhattisgarh. Established in 2003 under the Department of Education, this co-educational school caters to students from classes 6 to 8, providing a crucial foundation for their academic journey. Its location in a rural setting underscores its role in bridging the educational gap and empowering students in underserved areas.

The school’s infrastructure is designed to support effective learning. The three well-maintained classrooms provide ample space for instruction, complemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The presence of a pucca boundary wall ensures the safety and security of the school premises. Reliable electricity ensures uninterrupted learning, even during evenings.

A key aspect of the school’s resources is its library, stocked with 300 books, offering students access to a diverse range of reading materials. The availability of hand pumps provides a reliable source of drinking water, vital for the students’ well-being throughout the school day. A functional playground provides a crucial space for recreation and physical activity, promoting holistic development. The school’s commitment to providing midday meals, prepared on the premises, addresses the nutritional needs of its students, ensuring they are ready to learn.

The school’s teaching staff comprises five male teachers, dedicated to delivering quality education. Hindi serves as the primary language of instruction. The school’s management operates under the Department of Education, reflecting a commitment to established educational standards and practices. The head teacher, Uttra Kumar Bhardwaj, leads the school’s dedicated team, guiding its academic direction and ensuring smooth daily operations.

The school’s curriculum adheres to the standards set by the “Others” board for classes 10 and 10+2. This indicates a focus on a comprehensive curriculum that prepares students for future educational opportunities.

The absence of computer-aided learning facilities highlights an area for potential development. The school’s infrastructure is not equipped with computers, indicating a need for future investment in technology to enhance the learning experience and prepare students for the digital age.

The school’s commitment to providing a safe and conducive learning environment is evident in the availability of separate boys’ and girls’ toilets. However, the lack of ramps for disabled students points to a need for accessibility improvements to ensure inclusivity for all learners.

UMS Chhuhipali (SSA) operates within a well-defined structure, with a clearly defined management, staff composition, and resource allocation. The school’s rural location and focus on upper primary education position it as a crucial pillar in the community’s educational landscape.

The school’s overall profile reveals a dedicated institution committed to providing quality education to its students. While there are areas for improvement, notably the lack of computer-aided learning and accessibility features, the school’s existing resources and dedicated staff form a strong foundation for future growth and development.

In conclusion, UMS Chhuhipali (SSA) serves as a vital part of the educational fabric of its community, demonstrating a commitment to providing basic education and fostering a positive learning environment. Future investments in technology and accessibility will further enhance the school’s capacity to empower its students and prepare them for the future.