A.G.B.V.M. HSS TAMNAR

A.G.B.V.M. HSS TAMNAR was established in 1990 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in TAMNAR block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. The school consists of Grades from 1 to 12. 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. 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 Private building. It has got 7 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 have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 50 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

A.G.B.V.M. HSS Tamnar: A Comprehensive Profile of a Rural Chhattisgarh School

A.G.B.V.M. HSS Tamnar, a private, co-educational school located in the rural expanse of Tamnar block, Raigarh district, Chhattisgarh, stands as a testament to educational accessibility in a less-developed region. Established in 1990 under private, unaided management, this institution provides a comprehensive education spanning from pre-primary to higher secondary levels (classes 1-12).

The school’s infrastructure comprises seven well-maintained classrooms, ensuring sufficient space for effective teaching and learning. A noteworthy feature is the presence of a library, stocked with 50 books, fostering a love for reading among students. The presence of a playground caters to the students’ physical activity needs, promoting holistic development. Reliable tap water ensures access to clean drinking water, a crucial element for a healthy learning environment. Furthermore, the school boasts a pucca boundary wall and a dependable electricity supply, vital components for a safe and functional learning space. The school’s commitment to technology is evident in its possession of four functional computers, albeit without a dedicated computer-aided learning lab. Two boys’ toilets and two girls’ toilets provide essential sanitation facilities. The school’s rural setting and its successful shift to a new location highlight its commitment to providing quality education even in remote areas.

The teaching staff consists of twelve educators, including five male teachers and seven female teachers, complemented by two pre-primary teachers. Hindi serves as the primary medium of instruction, catering to the local linguistic landscape. The school follows the State Board curriculum for both class 10th and 10+2 examinations. The school’s commitment to inclusivity is reflected in the fact that it has an attached pre-primary section. However, it is important to note that the school does not currently provide midday meals.

The school’s operational details paint a picture of a well-functioning institution despite its location. The school operates on an academic calendar commencing in April, ensuring a consistent and productive learning environment. Its private building is adequate for its needs, with additional rooms catering to non-teaching activities. The school’s readily accessible location, reachable by all-weather roads, minimizes barriers to entry for students.

While the school doesn’t offer residential facilities, it effectively serves the local community, proving that quality education can thrive even in resource-constrained rural areas. The presence of functional facilities, including electricity, a library, and a playground, underlines the school’s investment in creating a supportive and enriching educational environment for its students.

The geographical coordinates (latitude: 22.09067970, longitude: 83.48035790) and pincode (496107) help pinpoint A.G.B.V.M. HSS Tamnar’s location, facilitating easy access for prospective students and visitors. The school’s robust infrastructure and experienced teaching staff make it a valuable asset to the community.

A.G.B.V.M. HSS Tamnar’s dedication to providing a solid education, despite the lack of midday meals, is commendable. Its unwavering commitment to its students’ well-being and academic success is clearly demonstrated through its well-maintained facilities and dedicated staff.

The absence of certain facilities, such as a computer-aided learning lab and ramps for disabled students, suggests areas where further development could enhance the school’s inclusivity and technological advancement. However, the existing infrastructure and resources demonstrate a commitment to education in a rural context.

The school’s success story serves as an inspiration to other institutions in similar settings, showing how a private, unaided school can overcome challenges and deliver quality education in a rural environment.

In conclusion, A.G.B.V.M. HSS Tamnar represents a significant contributor to education in its community, successfully providing quality education to students from pre-primary to higher secondary levels. While opportunities for expansion and improvement exist, its current state showcases its determination to provide vital educational services in a rural setting.