KPS SUPHAL TOLA

KPS SUPHAL TOLA was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in REVELGANJ block of SARAN district of Bihar. The school consists of Grades from 1 to 5. 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 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 23 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.

KPS Suphal Tola: A Rural Primary School in Bihar

KPS Suphal Tola, a government-run primary school located in the rural area of Revelganj block, Saran district, Bihar, India, has served the community since its establishment in 1975. Managed by the Department of Education, this co-educational institution provides primary education (classes 1-5) to students in the region. The school’s Hindi medium of instruction caters to the local linguistic needs. Its accessibility via an all-weather road ensures consistent attendance, even during inclement weather. The academic year commences in April, following the standard academic calendar of the region.

The school’s infrastructure comprises a government-provided building with two functional classrooms, ensuring adequate space for instruction. While lacking a boundary wall, the school benefits from a reliable electricity connection. Clean drinking water is readily available through functioning hand pumps, a crucial aspect of maintaining hygiene and student health. The provision of separate boys’ and girls’ toilets reflects a commitment to providing a safe and comfortable learning environment.

Despite the absence of a playground, the school boasts a library containing 23 books, fostering a love for reading and providing supplementary learning resources. Accessibility for differently-abled students is ensured by the presence of ramps, demonstrating the school’s commitment to inclusivity. The school’s commitment to student welfare extends to the provision of midday meals, prepared and served on the school premises. These meals play a vital role in ensuring that students have the necessary nourishment for learning.

The teaching staff comprises three male teachers, dedicated to providing quality education to the students. Although the school does not have a pre-primary section, its focus on primary education ensures a strong foundation for the students’ academic journey. The school’s affiliation with ‘Others’ boards for class 10th and 10+2 indicates a flexible approach to academic standards and potentially alternative curriculum options.

The school’s history includes a relocation to a new location, indicating a proactive approach to improving the learning environment. The absence of computers and a computer-aided learning lab highlights areas for potential future development and improvement, although the focus remains on providing quality basic education.

The school’s operational details and infrastructure, as described, portray a picture of a functional primary school committed to providing basic education to the children of the rural community. The school demonstrates a commitment to inclusivity and provides essential facilities like clean water and sanitation, along with a structured educational program.

Future developments could include the addition of computer-aided learning tools and resources to enhance the learning experience. Expansion of library resources, the addition of a playground, and increased teacher recruitment could further contribute to the school’s overall growth and educational impact.

The management’s commitment to maintaining the school’s facilities and providing midday meals speaks volumes about its dedication to student welfare. Continuous improvements and upgrades to the infrastructure will be crucial in further enhancing the learning experience.

The community’s support and involvement are pivotal in sustaining the growth of KPS Suphal Tola. Through collective efforts, the school can aspire to become a center of excellence for primary education in the region, empowering the younger generation with essential knowledge and skills.

In conclusion, KPS Suphal Tola, while facing certain infrastructural limitations, remains a crucial educational institution serving the rural community. Its dedication to basic education, inclusive practices, and provision of essential resources reflects its pivotal role in the social and educational development of the region. Continued efforts towards development and improvement will ensure its continued success.