GOVT MIDDLE SCHOOL BAHERATOLA

GOVT MIDDLE SCHOOL BAHERATOLA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in MANENDRAGARH block of KORIYA district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t 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 Government building. It has got 3 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 100 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.

Govt Middle School Baheratola: A Comprehensive Overview

Govt Middle School Baheratola, established in 2006, serves the rural community of Manendragarh block in Koriya district, Chhattisgarh. Managed by the Department of Education, this co-educational institution provides upper primary education (classes 6-8) with Hindi as the primary language of instruction. The school’s commitment to providing a quality learning environment is evident in its various facilities and resources.

The school building, a government structure, houses three well-maintained classrooms dedicated to teaching. Additional rooms support non-teaching activities, and a designated space serves as an office for the school’s administrative staff. While the school lacks a boundary wall, it benefits from a reliable electricity connection, ensuring a comfortable learning atmosphere. Clean drinking water is readily available through functional hand pumps, reflecting the school’s commitment to students’ well-being.

Sanitary facilities are available with one functional boys’ toilet and one functional girls’ toilet. The school also boasts a library stocked with 100 books, fostering a love of reading and providing access to supplementary learning resources. Ramps are available, ensuring accessibility for students with disabilities.

The school’s teaching staff comprises two dedicated educators – one male and one female teacher – committed to providing a quality education to their students. A hot midday meal is provided and prepared on the school premises, addressing nutritional needs and supporting student focus.

The school’s academic focus is on the upper primary curriculum (classes 6-8) and follows an ‘Others’ board for class 10 and class 10+2. The school is not residential in nature and does not operate a pre-primary section.

Despite its functional facilities, the school lacks certain amenities. Notably, there is no playground for recreational activities, and there are no computers available for computer-aided learning. The absence of a computer lab limits opportunities for technological integration in the curriculum.

The school’s location in a rural setting presents both opportunities and challenges. While it serves a vital role in providing education to the local community, its limited resources underscore the need for continued support and investment to enhance its facilities and provide students with a more comprehensive learning experience.

The school’s manageable size allows for a more personalized approach to education, facilitating closer teacher-student interaction and fostering a supportive learning environment.

Future development plans for Govt Middle School Baheratola could include expanding library resources, investing in computer technology and software, developing a playground for physical activity, and constructing a boundary wall for enhanced security. These additions would greatly improve the school’s capacity to serve its students and contribute to their holistic development.

Addressing the gaps in resources and infrastructure will equip the school to better meet the educational needs of its students, preparing them to thrive in the modern world. The commitment of the existing staff and the potential for growth make Govt Middle School Baheratola a valuable asset to its community.