UPS PHARENDIYA

UPS PHARENDIYA was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in KHALILABAD block of SANT KABIR NAGAR 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 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 5 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 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 150 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.

UPS Pharendiya: A Rural Upper Primary School in Uttar Pradesh

UPS Pharendiya, a government-run upper primary school, serves the rural community of Khalil Abad block in Sant Kabir Nagar district, Uttar Pradesh. Established in 2009 under the Department of Education, this co-educational institution provides education to students from classes 6 to 8. The school’s infrastructure includes five classrooms housed within a pucca building, ensuring a relatively sturdy and safe learning environment. A key feature is the presence of a library stocked with 150 books, fostering a love for reading among students.

The school’s commitment to student well-being is evident in its facilities. Separate boys’ and girls’ toilets are available, addressing essential sanitation needs. Access to clean drinking water is ensured through hand pumps. Further enhancing the learning experience, the school boasts a playground, providing a space for recreational activities and physical development.

The teaching staff comprises one male teacher, delivering instruction primarily in Hindi. The school’s management prioritizes the provision of mid-day meals, prepared and served on the school premises, ensuring that students receive adequate nutrition to support their learning. The school’s administration is headed by a single head teacher, Soyab Ahmad, who oversees all aspects of the school’s operations and curriculum.

UPS Pharendiya’s infrastructure shows a focus on basic needs, but lacks certain advanced features. The absence of electricity and computer-aided learning presents opportunities for future improvements. While the school’s library is a valuable resource, the lack of computers limits access to digital learning tools common in many other schools.

The school’s location in a rural area highlights the need for improved infrastructure and resource allocation in such regions. This necessitates a concerted effort to bridge the digital divide and ensure that students in rural areas have equal access to educational resources and opportunities.

The school’s management, the Department of Education, has the responsibility of addressing these needs and providing the necessary support to enhance UPS Pharendiya’s educational capabilities. Investing in technology and infrastructure upgrades would significantly improve the learning experience for the students and prepare them better for future opportunities.

Although the school lacks certain advanced facilities, it provides a fundamental education within its constraints. The dedicated staff, the available resources and the essential facilities underscore the commitment to providing a basic education to students in the rural community.

The strong emphasis on the provision of mid-day meals demonstrates the school’s dedication to the holistic development of its students, recognizing the link between nutrition and academic performance. This further highlights the importance of community support and government initiatives in improving educational standards in rural areas.

The absence of ramps for disabled students highlights an area where future improvement is needed to ensure inclusivity. This signifies the ongoing need for schools to cater to the diverse needs of all students, promoting equal access to education for every child.

In summary, UPS Pharendiya, despite its limitations, plays a vital role in providing education to the children of the rural community. By addressing the identified needs through upgrades and additional resource allocation, the school can enhance its educational offerings and provide a more comprehensive learning experience for its students. The future of the school hinges on continued investment and support to bridge the gaps in infrastructure and technology, enabling the children to thrive academically and reach their full potential.