UPGRADED HS SHEKHPURA

UPGRADED HS SHEKHPURA was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in REVELGANJ block of SARAN district of Bihar. The school consists of Grades from 1 to 10. 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 8 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 But Broken 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 260 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.

Upgraded HS Shekhpura: A Comprehensive Overview of a Bihar School

Upgraded HS Shekhpura, a government-run co-educational school in Bihar, India, offers a comprehensive education from classes 1 through 10. Established in 1965 and managed by the Department of Education, this rural institution plays a vital role in the local community. The school’s location in the Revelganj block of Saran district makes it readily accessible. Instruction is primarily conducted in Hindi, catering to the local language needs of its students.

The school’s infrastructure comprises eight classrooms in good condition, suitable for effective teaching. The school building is government-owned, and additional rooms support non-teaching activities, including a dedicated space for the head teacher. The school boasts a pucca boundary wall, although it’s described as broken, highlighting a need for potential maintenance. Reliable electricity ensures a consistent learning environment.

Access to clean drinking water is provided through functioning hand pumps, a crucial element for student health and well-being. Separate and functional boys’ and girls’ toilets address essential sanitation needs within the school. A spacious playground offers opportunities for recreation and physical activity, promoting holistic development.

A well-stocked library, containing 260 books, contributes significantly to the students’ learning experience, fostering a reading culture. The school’s commitment to inclusive education is evident in its provision of ramps for disabled children, ensuring equitable access to classrooms. While the school currently lacks computers and a computer-aided learning lab, the presence of a library indicates a strong emphasis on traditional learning methods.

The school employs a dedicated teaching staff, comprising 11 male teachers and 3 female teachers, totaling 14 educators. These teachers provide instruction across the various subjects in the curriculum. A significant aspect of the school’s operations is its commitment to providing mid-day meals, prepared and served on the school premises, ensuring students receive proper nutrition.

The school’s commitment to education is further underscored by its adherence to a structured academic calendar, with the academic session commencing in April. The school operates under the Others board for classes 10 and 10+2, providing a diverse range of educational opportunities for students. The rural setting provides a unique learning environment, offering students close contact with their community and natural surroundings.

The management’s focus on providing essential facilities and a supportive learning atmosphere is central to Upgraded HS Shekhpura’s operational model. The school’s location in a rural area highlights its significance as a primary educational institution in a less developed region. The provision of meals on the premises reflects a holistic approach to students’ well-being.

The school’s infrastructure, although showing signs of needing some maintenance, provides a reasonably conducive environment for learning. The dedicated teaching staff and the existence of a library and playground contribute positively to the school’s overall educational offerings. The use of Hindi as the medium of instruction reflects an effort to make education accessible to the local community.

The school’s consistent operation since its establishment in 1965 demonstrates its long-standing contribution to the educational landscape of the region. The combination of government support, dedicated staff, and essential facilities suggests a commitment to providing quality education to its students. The school’s continued operation signifies its importance in providing educational opportunities in a rural setting.

In conclusion, Upgraded HS Shekhpura serves as a vital educational hub in its community, offering a foundational education within a supportive and structured environment. While areas for improvement exist, such as infrastructure maintenance and the introduction of technology-based learning, the school’s dedication to its students is undeniable. Its continued operation and commitment to its community highlight its enduring value.