M.S. FATEHPUR

M.S. FATEHPUR was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in DULHINBAZAR block of PATNA 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 10 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 Tap Water and it is functional. The school has 1 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 205 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.

M.S. Fatehpur: A Comprehensive Profile of a Bihar Primary School

M.S. Fatehpur, a government-run primary school in Bihar, India, stands as a testament to the dedication to education in rural communities. Established in 1971 under the Department of Education, this co-educational institution serves students from Class 1 to Class 8, offering a crucial foundation for their academic journey. The school’s commitment to providing quality education is evident in its various features and resources.

The school’s infrastructure is well-maintained, comprising a robust pucca building with ten functional classrooms. These classrooms are vital for imparting knowledge and skills to the students. The school’s physical environment is further enhanced by the presence of a playground, promoting physical activity and holistic development. A library stocked with 205 books caters to the students’ thirst for knowledge and encourages a love of reading. The availability of tap water ensures access to clean drinking water, a necessity for maintaining hygiene and health within the school environment.

Further bolstering the school’s facilities is the presence of separate toilets for boys (one) and girls (three), ensuring a safe and hygienic environment for all students. Accessibility is also a key consideration, with ramps for disabled children ensuring inclusive education. The school’s location in a rural area necessitates its all-weather road accessibility. The school’s operational schedule commences in April, aligning with the academic calendar.

The teaching staff consists of eight dedicated educators, comprising six male teachers and two female teachers, led by Head Teacher Sidhnath Prasad. They utilize Hindi as the primary medium of instruction, catering to the linguistic needs of the student population. The school’s management emphasizes the provision of a midday meal, prepared and served within the school premises, addressing the nutritional needs of its students.

The school’s academic structure extends from primary to upper primary levels (Classes 1-8), with the curriculum aligning with the standards set by the educational board. The school operates as a non-residential institution, ensuring students return home daily. The absence of a pre-primary section indicates the school’s focus on providing primary and upper primary education. The school proudly states its commitment to the community, making education accessible to all, regardless of gender or ability.

The provision of a well-equipped library underscores the school’s commitment to fostering a love of reading. The presence of a playground enhances the learning environment by promoting physical activity and social interaction. The access to clean drinking water is critical in maintaining the health and well-being of the students. With its solid infrastructure and dedicated staff, M.S. Fatehpur strives to provide a nurturing and enriching environment for its students.

The administration’s use of Hindi as the medium of instruction makes education more accessible to students. The midday meal program plays a crucial role in ensuring the students’ nutritional needs are met, improving focus and cognitive abilities. The absence of computers at the school currently presents an opportunity for future development and integration of technology into the curriculum.

M.S. Fatehpur’s rural location highlights the importance of providing quality education to underserved communities. The school’s dedication to providing a supportive learning environment is a testament to the dedication of the staff and the positive impact on the lives of the students. The school’s commitment to inclusivity, evidenced by the provision of ramps, ensures that all students have equal access to education.

The establishment’s long-standing presence in the community (since 1971) demonstrates a commitment to continuous service to the students and the region. The detailed information provided on the school offers a comprehensive view of its functionalities, illustrating its dedication to providing a quality educational experience. By showcasing its facilities and staff, the school emphasizes its importance as a cornerstone of the community, fostering growth and opportunities for the next generation.

In conclusion, M.S. Fatehpur serves as a valuable educational institution in rural Bihar, demonstrating a commitment to providing quality primary and upper-primary education within a supportive and inclusive environment. The school’s facilities, including classrooms, a library, a playground, and sanitary facilities, along with its dedicated staff, contribute to a well-rounded learning experience for its students. The school’s commitment to accessible education is evident in the provisions made for students with disabilities.