UMS KHAJRI(SSA)

UMS KHAJRI(SSA) was established in 2006 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 no playground. The school has a library and has 100 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 KHAJRI(SSA): A Rural Upper Primary School in Chhattisgarh

UMS KHAJRI(SSA), a government-run upper primary school, serves the rural community of Sarangarh block in Raigarh district, Chhattisgarh. Established in 2006, this co-educational institution is under the Department of Education’s management, providing quality education to students from classes 6 to 8. The school’s infrastructure includes a sturdy pucca building, equipped with three well-maintained classrooms, ensuring a conducive learning environment. Electricity ensures a comfortable learning space, while hand pumps provide a reliable source of drinking water.

The school’s commitment to learning extends beyond the classroom. A library stocked with 100 books fosters a love for reading and expands students’ knowledge horizons. While lacking a playground, the school prioritizes accessibility, featuring ramps for disabled children to ensure inclusive education. The school also boasts functional boys’ and girls’ toilets, adding to the overall comfort and safety of the students. The instruction medium is Hindi, reflecting the local language needs of the students. The school’s accessibility is further enhanced by its location along an all-weather road, making it easily accessible throughout the year. The academic session commences in April, aligning with the regional academic calendar.

The dedicated teaching staff consists of three male teachers, led by the head teacher, Hari Krishno Banjare. The school’s operational structure is further defined by its status as a non-residential institution, ensuring safety and focusing resources on improving the educational experience. It operates as a standalone school, with no pre-primary section, reflecting its focus on upper primary education. The school also provides and prepares midday meals on-site, addressing the nutritional needs of the students. The school’s administration is transparent and efficient, reflecting the commitment of the management and staff to create an environment conducive to learning.

This dedication to providing a holistic education is reflected in the school’s commitment to providing a safe and comfortable learning environment. With three well-maintained classrooms and a functional library, UMS KHAJRI(SSA) ensures that students have access to the necessary resources for academic success. The school’s location on an all-weather road and its provision of mid-day meals show a further commitment to making education accessible to all.

UMS KHAJRI(SSA) stands as a testament to the ongoing efforts to improve education in rural Chhattisgarh. Its operational model, combining strong infrastructure with a dedicated teaching staff, serves as an excellent case study of effective school management. Further improvements and investment can further enhance the capabilities of the institution.

The school’s curriculum adheres to the Others board for classes 10 and 10+2, demonstrating adaptability and responsiveness to the needs of the local education system. The availability of hand pumps for drinking water underscores the school’s practicality and resourcefulness in ensuring the well-being of the students. The school’s commitment to providing a quality education within its means is laudable and sets an example for other institutions in similar contexts.

The school’s commitment to inclusivity is evidenced by the presence of ramps for disabled children. This thoughtful design element ensures that all students have equal access to the educational opportunities offered by UMS KHAJRI(SSA). The functional boys’ and girls’ toilets represent a commitment to maintaining cleanliness and hygiene within the school premises, fostering a healthier and more conducive learning environment.

UMS KHAJRI(SSA)’s simple structure and focus on providing a strong foundation in upper primary education allow the school to concentrate resources effectively. This lean organizational structure fosters efficiency and effectiveness, maximizing the impact of limited resources on student outcomes.

The school’s infrastructure, while modest, provides a functional and suitable learning environment. The three classrooms, a library, and accessible facilities demonstrate a commitment to providing the necessary tools for educational success. The school’s location in a rural area emphasizes the importance of providing accessible education to those in underserved communities.

The school’s consistent operation since 2006 speaks to its stability and longevity within the community. Its continued commitment to providing quality education speaks to the dedication of its staff and the support it receives. This long-term success underscores the importance of sustained investment in rural education. The school’s success serves as an inspiration and a model for other schools striving to improve educational opportunities in rural areas.