P.M.S. PIPRAHWA RANJEETPUR

P.M.S. Piprahwa Ranjeetpur: A Rural Upper Primary School in Uttar Pradesh

P.M.S. Piprahwa Ranjeetpur is a government-run upper primary school located in the rural area of Sirsiya block, Shravasti district, Uttar Pradesh. Established in 2008, this co-educational institution is managed by the Department of Education and caters to students from classes 6 to 8. The school's primary medium of instruction is Hindi.

Infrastructure and Facilities:

The school boasts a government building equipped with four classrooms, all in good condition. Additional space includes rooms for non-teaching activities and a dedicated office for the head teacher. While the school benefits from a playground, it currently lacks a boundary wall and electricity. A functional hand pump provides drinking water for students and staff. Separate functional toilets are available for boys and girls. The school does not currently have computer-aided learning facilities.

Academic Profile and Staff:

P.M.S. Piprahwa Ranjeetpur offers an upper primary curriculum (classes 6-8) and follows an "Others" board for class 10 and 10+2 examinations. The school does not offer pre-primary education. A single male teacher manages the school's academic needs, supported by the head teacher, Rajeshwari Prasad. The school provides mid-day meals prepared on-site.

Accessibility and Community Engagement:

The school is accessible via an all-weather road, ensuring consistent attendance for students throughout the year. The academic session commences in April. The school actively engages with the local community by providing essential services such as meals, promoting education in the region.

Areas for Improvement:

While P.M.S. Piprahwa Ranjeetpur provides basic education, there is potential for growth. The absence of a boundary wall raises safety concerns, and the lack of electricity and computer-aided learning facilities limits the educational opportunities for students. The addition of a library would enhance learning resources, while ramps for disabled students would improve accessibility. Increasing the number of teachers could further enhance the quality of education.

Future Prospects:

The school's location in a rural area underscores its importance to the community. Investment in infrastructure upgrades, such as electricity, a boundary wall, and computer facilities, would significantly improve the learning environment. The addition of a library and ramps would promote inclusivity and enhance the overall educational experience. Increased teacher recruitment would allow for more individualized student support and potentially expand the curriculum offerings.

Conclusion:

P.M.S. Piprahwa Ranjeetpur plays a vital role in providing education to children in a rural setting. Despite current limitations, its dedicated teachers and commitment to providing mid-day meals highlight the school's dedication to student well-being. With further investment and support, the school has the potential to become an even stronger educational institution, providing a richer learning experience for its students.

Keywords: P.M.S. Piprahwa Ranjeetpur, Shravasti, Uttar Pradesh, rural school, government school, upper primary school, education, infrastructure, facilities, teachers, students, mid-day meal, community engagement, accessibility.

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