2422/B NO. PATIMARI LP SCHOOL

2422/B NO. PATIMARI LP SCHOOL was established in 1981 and it is managed by the Department of Education. It is located in Rural area. It is located in BILASIPARA block of DHUBRI district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese 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 Barbed Wire Fencing 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 0 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 127 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.

2422/B No. Pati Mari LP School: A Comprehensive Overview

2422/B No. Pati Mari Lower Primary School, established in 1981, serves the rural community of Bilasipara block in Dhubri district, Assam. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 5, including a pre-primary section. The school’s instruction medium is Assamese, reflecting the local language and culture. Its location ensures accessibility via all-weather roads, making it convenient for students regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s infrastructure comprises a government-provided building with five well-maintained classrooms dedicated to instruction. Additional rooms cater to non-teaching activities and provide a designated space for the head teacher. A barbed wire fence secures the school’s perimeter, ensuring a safe environment for students. While the school currently lacks an electricity connection, it provides access to drinking water through functional hand pumps. A playground and a library containing 127 books enrich the learning experience beyond the classroom. Ramps are in place to ensure accessibility for disabled children, highlighting the school’s commitment to inclusivity.

The school boasts a dedicated staff, including one head teacher and three male teachers, working collaboratively to deliver quality education. The school operates as a non-residential institution, simplifying the logistical aspects of daily operation. The school’s mid-day meal program is self-sufficient, with meals prepared and provided on the school premises. This ensures all students have access to nutritious meals throughout their school day.

The school’s adherence to the “Others” board for both class 10th and 10+2 examinations indicates a focus on providing a well-rounded education adapted to local curriculum requirements. The absence of computers and a computer-aided learning lab signifies areas where potential improvements could enhance the learning experience.

The school’s commitment to providing quality education in a safe and accessible environment is evident. The provision of a library, playground, and ramps demonstrate the prioritization of a holistic and inclusive learning experience for all students.

While the school has a functional girls’ toilet, the lack of boys’ toilets represents an area that could be improved to ensure equal facilities for all students. The absence of female teachers also presents an opportunity to create a more balanced and representative teaching staff.

The successful operation of the mid-day meal program reflects the school’s dedication to student well-being, ensuring students receive the nourishment necessary to thrive academically. The school’s efficient management and infrastructure are testament to the efforts of the staff and the local community.

The school’s 127 books provide a valuable resource for supplementing classroom learning, fostering a love of reading and independent learning among students. The existence of a pre-primary section underscores the school’s commitment to supporting children’s educational journey from an early age.

The school’s rural location highlights its role in providing essential education to a community that might otherwise have limited access to educational resources. The dedication of the teaching staff and the school’s ongoing commitment to improvement are key factors in its continued success.

In conclusion, 2422/B No. Pati Mari LP School serves as a vital educational institution in its community, providing quality primary education and emphasizing student well-being. While areas for improvement exist, the school’s foundational strength lies in its commitment to inclusive education and community engagement.