M.S. SURRI

M.S. SURRI was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in PUSSORE block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 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 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 95 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. Surri: A Rural Upper Primary School in Chhattisgarh, India

M.S. Surri is a government-run upper primary school located in the rural area of Pussore block, Raigarh district, Chhattisgarh, India. Established in 1997 under the Department of Education, this co-educational institution serves students from classes 6 to 8, providing a crucial link in their educational journey. The school’s commitment to education is evident in its dedicated teaching staff and readily available resources.

The school building, a government structure, houses three well-maintained classrooms dedicated to instruction. While it lacks a boundary wall and a playground, the presence of a functional library stocked with 95 books signifies a commitment to fostering a love for reading and learning. Hand pumps provide a reliable source of drinking water for students and staff, highlighting the school’s dedication to providing a basic level of comfort and hygiene. The availability of separate boys’ and girls’ toilets further underscores this commitment.

M.S. Surri’s teaching staff comprises a total of four teachers – three male and one female – demonstrating a balanced approach to education. Hindi serves as the medium of instruction, reflecting the local linguistic landscape. The school’s operational structure further includes a head teacher, YADRAM NAIK, who guides the institution’s daily functioning. Mid-day meals are provided and prepared within the school premises, ensuring that students receive adequate nutrition to support their learning.

The school’s operational year begins in April, following the typical academic calendar in India. Its rural setting provides a unique educational environment, fostering a strong connection between the students and their community. The absence of a computer-aided learning lab and computers for teaching purposes highlights areas where future development and resource allocation might enhance the learning experience. The fact that the school doesn’t require ramps for disabled access suggests a need for future improvement in accessibility for students with special needs.

The school’s administration falls under the Department of Education, highlighting the government’s role in supporting its operations and providing necessary resources. The school’s classification as “Upper Primary only (6-8)” indicates its specific educational focus on these crucial years of development.

The school’s location in the rural landscape of Chhattisgarh contributes to its unique identity. It plays a significant role in providing education to children in a region that may have limited access to educational resources.

The absence of a pre-primary section indicates a specific focus on the upper primary curriculum. The school operates as a standalone entity and doesn’t function as a shift school, indicating a consistent and dedicated learning environment.

Further development initiatives could potentially include the incorporation of computer-aided learning, the creation of a playground, and improvements in accessibility to cater to students with disabilities.

The information provided showcases the dedication and efforts made by M.S. Surri to provide quality education in a rural setting. The school’s ongoing commitment to learning, coupled with potential future improvements, ensures its continued contribution to the educational landscape of Chhattisgarh.

The dedication of the teaching staff, combined with the availability of essential facilities such as a library and functional toilets, reflects a commitment to providing a supportive and functional learning environment. M.S. Surri serves as a valuable educational resource within its community.