LITTLE FLOWER RCLPS

LITTLE FLOWER RCLPS was established in 1995 and it is managed by the Department of Education. It is located in Rural area. It is located in MAWSHYNRUT block of WEST KHASI HILLS district of Meghalaya. The school consists of Grades from 1 to 4. 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. Khasi 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 Private 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 Tap Water 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 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.

LITTLE FLOWER RCLPS: A Rural Primary School in Meghalaya

Nestled in the rural heart of West Khasi Hills district in Meghalaya, LITTLE FLOWER RCLPS stands as a beacon of education for young minds. Established in 1995, this primary school is managed by the Department of Education and serves students from Class 1 to Class 4. Its location within the Mawshynrut block makes it easily accessible, ensuring that children from the surrounding areas can benefit from its educational offerings.

LITTLE FLOWER RCLPS is a co-educational institution with a pre-primary section, catering to the needs of young learners. Instruction is imparted in the Khasi language, providing a familiar and comfortable learning environment for the students. While the school does not have a library or a computer lab, it boasts a well-equipped classroom environment with three classrooms for instructional purposes and two additional rooms for non-teaching activities.

The school prioritizes the safety and well-being of its students with a focus on sanitation. It boasts one functional boys’ toilet and one functional girls’ toilet. The school also recognizes the importance of access to clean drinking water, providing tap water for students and staff. Despite its rural location, the school benefits from an electric connection, ensuring a safe and comfortable learning space.

The school’s commitment to providing a wholesome learning experience extends to its meal program. LITTLE FLOWER RCLPS provides and prepares meals within its premises, ensuring that students are nourished and ready to learn. The school also prioritizes the accessibility of its facilities, ensuring ramps are available for disabled students.

While the school does not offer a computer-aided learning lab, it is equipped with a separate room for the head teacher, fostering a conducive environment for administrative and instructional activities. With a dedicated team of two teachers, one male and one female, the school strives to provide individualized attention and quality education to its students.

LITTLE FLOWER RCLPS, despite its limited resources, stands as a testament to the unwavering commitment to education in rural Meghalaya. The school continues to be a valuable resource for the community, fostering learning and development among its students.

Key Features:

• Location: Rural area in West Khasi Hills district, Meghalaya.
• Management: Department of Education.
• Academic Levels: Grades 1 to 4.
• School Type: Co-educational.
• Instruction Medium: Khasi.
• Facilities: Classrooms, toilets, drinking water, electricity.
• Meals: Provided and prepared in school premises.
• Accessibility: Ramps for disabled students.

Note: This article omits details about values that are 0, such as the number of computers or pre-primary teachers, as these are not relevant to the overall understanding of the school’s infrastructure and operations.