CHATURI M/S MAHESHPUR

CHATURI M/S MAHESHPUR was established in 1953 and it is managed by the Department of Education. It is located in Rural area. It is located in PIPRA block of SUPAUL district of Bihar. The school consists of Grades from 1 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 12 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 No Boundary Wall 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 387 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Chaturi M/S Maheshpur Primary School: A Comprehensive Overview

Chaturi M/S Maheshpur, a government-run primary school in Bihar, India, stands as a testament to the dedication towards education in rural areas. Established in 1953, this co-educational institution, managed by the Department of Education, serves students from Class 1 to Class 8, catering to the educational needs of a rural community.

The school’s infrastructure comprises a government building equipped with 12 well-maintained classrooms, providing ample space for learning. While lacking a boundary wall, the school boasts essential amenities like electricity and a functional playground, fostering a conducive environment for both academic and recreational activities.

A significant aspect of the school’s resources is its library, housing an impressive collection of 387 books. This collection offers students valuable access to supplementary reading materials, enriching their learning experience beyond the classroom. The school’s commitment to accessibility is demonstrated by the provision of ramps for disabled children, ensuring inclusive participation in education.

Water access is facilitated by hand pumps, providing a reliable source of clean drinking water for students and staff. The school also offers a mid-day meal program, prepared and provided on the premises, ensuring students’ nutritional needs are met. The provision of a single functional girls’ toilet highlights the school’s commitment to basic sanitation and hygiene.

The dedicated teaching staff comprises 15 teachers, 6 male and 9 female, fostering a balanced learning environment. The instruction medium is Hindi, allowing students to learn in their native language and ensuring effective communication. The school’s curriculum covers the primary and upper primary levels (Classes 1-8) under the “Others” board for Class 10 and 10+2, indicating a potentially diverse educational track.

The school’s utilization of three functional computers reflects an effort to integrate technology into the educational process, despite the absence of a dedicated computer-aided learning lab. This suggests a future aspiration towards enhanced technological integration in teaching and learning activities.

Located in the Pipra block of Supaul district, the school’s rural setting underscores its crucial role in providing quality education to a community often underserved. Its accessibility via an all-weather road ensures students can attend school regardless of weather conditions. The school’s academic session commences in April, aligning with the standard academic calendar.

The absence of a pre-primary section and the lack of a head teacher’s dedicated room are areas that could benefit from future development. However, the existing facilities and resources showcase a commitment to providing a foundational education to children in a rural community.

The school’s legacy, spanning over six decades, continues to shape the educational prospects of countless students, embodying the dedication to learning within a resource-constrained environment. Future initiatives to enhance facilities, particularly in sanitation and technological integration, would further solidify the school’s commitment to holistic educational excellence.