UPS ATARIA

UPS ATARIA was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in RICHHA(DAMKHODA) block of BAREILLY district of Uttar Pradesh. 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 Non-Ashram type (Govt.) 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 4 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 doesn’t have electric connection. The source of Drinking Water in the school is None 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 no library and has 0 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.

Unveiling the Educational Landscape of UPS ATARIA: A Rural School in Bareilly

Nestled in the rural expanse of Uttar Pradesh, UPS ATARIA stands as a beacon of education for the local community. Established in 2008, this government-run school caters to students in grades 6 through 8, offering a co-educational environment. Situated in the RICHHA(DAMKHODA) block of BAREILLY district, the school operates under the Department of Education, a testament to its commitment to providing accessible learning opportunities.

The school’s infrastructure reflects its dedication to providing a conducive learning environment. With four well-maintained classrooms, a dedicated room for the headmaster or teacher, and additional spaces for non-teaching activities, UPS ATARIA prioritizes effective learning. The school’s Pucca But Broken boundary wall provides a sense of security and defines the school’s distinct space. However, the absence of electricity poses a significant challenge, hindering the school’s ability to fully embrace modern teaching methods.

Despite the lack of electricity, the school prioritizes student well-being through a dedicated playground. The school’s commitment to health extends to the provision of meals, which are prepared and provided within the school premises. While the school lacks a library, the presence of ramps ensures accessibility for students with disabilities, showcasing a commitment to inclusivity.

The school’s academic focus is underscored by its use of Hindi as the medium of instruction. This reflects the school’s commitment to local needs and fosters a sense of belonging among its students. The school’s academic calendar commences in April, a testament to its adherence to the local academic schedule.

A single male teacher serves as the dedicated educator at UPS ATARIA. While the absence of female teachers is noteworthy, the school’s dedication to education remains evident. Notably, the school does not have a pre-primary section, suggesting a focus on upper primary education.

Despite its challenges, UPS ATARIA plays a vital role in the education of the local community. The school’s dedication to providing a safe, accessible, and inclusive learning environment, coupled with its focus on upper primary education, positions it as an essential resource for the students of RICHHA(DAMKHODA) block.

While the absence of certain amenities and resources presents challenges, UPS ATARIA showcases the resilience and commitment of rural schools in India. By highlighting these aspects, the school’s profile can serve as a valuable resource for researchers, policymakers, and other stakeholders seeking to understand the unique characteristics and needs of rural educational institutions.