KERLA PUBLIC SCHOOL, RAGHUNATHPUR

KERLA PUBLIC SCHOOL, RAGHUNATHPUR was established in 2008 and it is managed by the Unrecognised. It is located in Rural area. It is located in RAGHUNATHPUR block of SIWAN district of Bihar. The school consists of Grades from 1 to 8. 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. English 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 15 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 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 2 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.

Kerla Public School, Raghunathpur: A Comprehensive Overview

Kerla Public School, located in Raghunathpur, Bihar, is a co-educational primary and upper-primary school offering education from classes 1 to 8. Established in 2008, this rural institution operates from a rented building and provides a valuable educational service to the community.

Infrastructure and Facilities:

The school boasts 15 classrooms, ensuring sufficient space for its students. A key feature is its functional library, stocked with 2 books, signifying a commitment to fostering a love for reading. While lacking a playground, the school provides essential amenities like electricity and hand pumps for drinking water. Importantly, ramps for disabled children are available, promoting inclusivity. The school also has one boys’ and one girls’ toilet, ensuring basic sanitation facilities. The school is surrounded by a pucca boundary wall, providing a secure learning environment.

Academic Structure and Teaching Staff:

Kerla Public School employs a total of 8 teachers, with 6 male and 2 female educators. Five of these teachers are contract staff, contributing to the school’s dynamic teaching environment. English serves as the primary medium of instruction, catering to the evolving educational needs of the region. The school also features a pre-primary section, with 5 dedicated teachers, extending its reach to younger children. The school provides midday meals, prepared and served on the premises, addressing the nutritional needs of its students.

Technology and Resources:

The school utilizes technology, possessing 3 functional computers for teaching and learning purposes. However, it currently lacks a computer-aided learning lab.

Management and Accreditation:

Kerla Public School is managed as an unrecognized institution, signifying its ongoing growth and development. Despite this status, it has demonstrated a commitment to providing quality education in a rural setting.

Accessibility and Location:

Situated in a rural area, the school is conveniently accessible via an all-weather road. The school year commences in April, aligning with the typical academic calendar of the region.

Conclusion:

Kerla Public School, Raghunathpur, stands as a testament to the dedication of its teachers and staff in providing essential education to the community. While it faces ongoing challenges related to resources and accreditation, its provision of a conducive learning environment, basic facilities, and nutritious meals demonstrates a significant contribution to the education landscape of Raghunathpur. The school’s commitment to inclusivity, as evidenced by the provision of ramps for disabled children, further highlights its dedication to providing equal opportunities for all students. Future development and potential upgrades to infrastructure and resources would further enhance its capabilities.