C.S. PUBLIC SCHOOL SHIVAJEE NAGAR

C.S. PUBLIC SCHOOL SHIVAJEE NAGAR was established in 1996 and it is managed by the Unrecognised. It is located in Rural area. It is located in SHIVAJINAGAR block of SAMASTIPUR district of Bihar. 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 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 Rented building. It has got 0 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 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 0 girls toilet and it is functional. The school has no playground. The school has a 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 Not Provided providing mid-day meal.

C.S. Public School Shivajee Nagar: A Rural Primary School in Bihar

C.S. Public School Shivajee Nagar, established in 1996, serves the rural community of Shivajinagar block in Samastipur district, Bihar. Operating as an unrecognized, co-educational primary school, it caters to students from Class 1 to Class 5, with a notable attached pre-primary section. Instruction is primarily conducted in Hindi. The school’s accessibility is ensured by an all-weather road, facilitating convenient access for students throughout the year. Its academic session commences in April, following the standard academic calendar.

The school’s infrastructure consists of a rented building, currently lacking dedicated classrooms. Despite the absence of classrooms, the existing space is utilized effectively for teaching purposes. In addition to the teaching areas, the school has two rooms dedicated to non-teaching activities, further enhancing its functionality. A separate room provides space for the head teacher, ensuring efficient administration and staff support.

The school’s building features a pucca but broken boundary wall, indicating a need for repairs and maintenance to ensure safety and security. The presence of a reliable electricity connection is a significant asset, contributing to a more conducive learning environment. Students’ hydration needs are addressed through the availability of hand pumps providing drinking water. The absence of a playground presents a limitation, emphasizing the importance of outdoor recreational spaces in a child’s development.

The school library, while present, is currently without books, highlighting a crucial area for improvement to enrich the learning experience and promote a reading culture. The lack of ramps for disabled children indicates a need to address accessibility concerns to ensure inclusivity for all students. Similarly, the absence of computers and a computer-aided learning lab reflects a potential area for technological advancement within the school.

The dedicated staff includes five pre-primary teachers, showcasing a commitment to early childhood education. However, the school currently does not provide mid-day meals, a crucial aspect of ensuring proper nutrition for the students. This absence of meal provision underscores the potential for collaboration with community organizations or government initiatives to provide this vital service.

The school’s management structure is characterized by its unrecognized status, representing an opportunity to enhance its formal recognition and access to potential funding and support programs. This recognition would enable the school to improve its facilities and resources, creating a more enriching learning environment for its students.

The school’s geographical location in a rural area necessitates addressing infrastructural challenges while emphasizing the importance of its role in providing primary education to underserved communities. Community involvement and collaborative efforts are essential to improving the school’s overall provision of education and overall welfare. The location’s coordinates (latitude: 25.89096450, longitude: 86.02108570) and pin code (848117) provide a clear geographical reference.

In conclusion, C.S. Public School Shivajee Nagar, while facing several infrastructural limitations, plays a critical role in educating children in a rural setting. Addressing the identified needs – especially the lack of classrooms, books, and a playground – will enhance the school’s overall educational capacity. Securing formal recognition and attracting external support are crucial steps towards creating a more supportive learning environment for its students.

This detailed description helps potential stakeholders understand the school’s current status and needs, thereby facilitating future development initiatives.