K.P/S CUM M/S SNK KODHLI

K.P/S CUM M/S SNK KODHLI was established in 1978 and it is managed by the Department of Education. It is located in Rural area. It is located in SARAIGARH BHAPTIAHI 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 2 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 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 no 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 Provided and Prepared in School Premises providing mid-day meal.

K.P/S CUM M/S SNK KODHLI: A Rural Primary School in Bihar

K.P/S CUM M/S SNK KODHLI is a government primary school located in the rural area of SARAIGARH BHAPTIAHI block, SUPAUL district, Bihar, India. Established in 1978, this co-educational institution is managed by the Department of Education and serves students from Class 1 to Class 8. The school’s primary instruction medium is Hindi.

The school’s infrastructure includes a government building with two classrooms in good condition, and additional space for non-teaching activities and a room for the head teacher. While the school boasts a playground, it lacks a boundary wall and electricity. However, the school does have access to drinking water via hand pumps. A noteworthy feature is the provision of mid-day meals prepared on the school premises.

The school’s teaching staff comprises two male teachers. Importantly, there are no pre-primary sections or female teachers. The school does not offer computer-aided learning, and it lacks computers and a library. There’s also no ramp for disabled access. It’s worth noting that the school’s status as a primary school extends to upper primary levels (Classes 1-8), with the higher classes adhering to “Others” boards.

The school’s location is easily accessible via an all-weather road, and the academic session commences in April. Its rural setting is a key characteristic, and the school does not function as a shift school or offer residential facilities. While the school has one functional girls’ toilet, it currently lacks boys’ toilets. The lack of computers and a library highlights areas where future improvements could significantly enhance the educational experience.

The absence of a boundary wall raises concerns about security. This, along with the lack of electricity, could potentially affect the learning environment. The reliance on hand pumps for drinking water requires regular maintenance to ensure consistent access to clean water.

Further development in infrastructure is needed to ensure the school can fully cater to the diverse needs of its students. Investing in a boundary wall, electricity, and computers could transform the learning environment. The addition of a library would greatly benefit students, enabling better access to educational resources. Improving facilities for students with disabilities through the addition of ramps would ensure inclusivity.

The school’s management by the Department of Education ensures adherence to government guidelines and access to potential funding for improvements. Community involvement could also play a vital role in improving the school’s amenities. Parent-teacher associations (PTAs) and local organizations can contribute to initiatives aimed at enhancing the school’s infrastructure and educational resources.

This comprehensive overview of K.P/S CUM M/S SNK KODHLI highlights both its strengths and areas needing improvement. The dedicated teaching staff and mid-day meal program are positive aspects. However, addressing the infrastructure deficits, particularly the lack of electricity, a boundary wall, and essential facilities for disabled students, is crucial for creating a conducive learning environment for all students.

The school’s simple yet functional approach is a reflection of its resource constraints, and investment in enhancing its facilities would significantly improve the quality of education offered. This would empower students to reach their full potential, ensuring brighter futures for children in this rural community. The information presented here offers a realistic picture of the school, emphasizing the need for ongoing support and development to fulfill its educational mission effectively.