UPG PRIMARY SCHOOL SIMARTANR

UPG PRIMARY SCHOOL SIMARTANR was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in RAHE block of RANCHI district of Jharkhand. The school consists of Grades from 1 to 5. 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 2 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 174 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.

UPG Primary School Simartanr: A Comprehensive Overview

UPG Primary School Simartanr, established in 2002, serves the rural community of Rahe block in Ranchi district, Jharkhand. Managed by the Department of Education, this co-educational institution provides primary education from classes 1 to 5, focusing its instruction solely on the Hindi language. The school’s commitment to its students is evident in its various facilities and resources.

The school building, a government structure, comprises two well-maintained classrooms dedicated to instruction. Supplementing the classrooms, two additional rooms cater to non-teaching activities, including a designated space for the school’s administrative staff. A notable feature is the school’s library, boasting a collection of 174 books designed to enrich the students’ learning experience beyond the curriculum. Furthermore, a dedicated playground provides ample space for recreation and physical activity, fostering holistic development.

Recognizing the importance of accessible resources, the school ensures that drinking water is readily available through functional hand pumps. The school also provides a safe and hygienic environment through functional boys’ and girls’ toilets, each with a single unit. Accessibility features include ramps for students with disabilities, demonstrating an inclusive approach to education.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education. The school provides midday meals, prepared and served on the premises, ensuring students receive proper nourishment alongside their education. The school operates under the simple, effective academic structure of primary education (classes 1-5) and does not offer pre-primary education.

While lacking electricity and a boundary wall, the school’s essential resources remain a testament to the dedication of the teaching staff and management. The absence of computer-aided learning facilities and computers highlights potential areas for future improvement and growth, yet the school’s commitment to fundamental educational needs shines through.

The school’s location in a rural area points to its critical role in providing essential primary education to a community that may otherwise lack access. The lack of specified contact information like email or phone number may present challenges for communication, however, the school’s dedication to offering quality education remains the core strength of the institution.

The school’s operational information confirms its adherence to a traditional model of primary education, a cornerstone of foundational learning. The absence of pre-primary sections aligns with its singular focus on standard primary curriculum.

The management by the Department of Education highlights the school’s position within the larger framework of state-provided education. This suggests a system of oversight and accountability, ensuring standards are met within the limitations of the facilities.

Further information about UPG Primary School Simartanr would likely enhance public understanding and potentially lead to community engagement and support. The information provided paints a picture of a school committed to its students despite the challenges presented by its location and resource limitations. The school’s dedication to quality primary education is its most important strength.