M.S. TAMTORA

M.S. TAMTORA was established in 1987 and it is managed by the Department of Education. It is located in Rural area. It is located in SARANGARH 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 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 336 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. Tamtora: A Rural Upper Primary School in Chhattisgarh, India

M.S. Tamtora, a government-run upper primary school, serves the rural community of Sarangarh block in Raigarh district, Chhattisgarh. Established in 1987 under the Department of Education, this co-educational institution provides quality education to students from classes 6 to 8. The school’s commitment to education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school building, a sturdy pucca structure, houses three classrooms, ensuring ample space for learning. A separate room is designated for the head teacher, fostering efficient administration. Two additional rooms cater to non-teaching activities, highlighting the school’s efforts to create a holistic learning environment. Power supply is readily available, facilitating the use of educational resources and ensuring a comfortable learning atmosphere.

A key feature of M.S. Tamtora is its well-stocked library, boasting 336 books to enrich the students’ reading experience and broaden their horizons. Access to clean drinking water is ensured through functional hand pumps, prioritizing the students’ well-being. Separate and functional toilet facilities are available for both boys and girls, reflecting the school’s dedication to providing a safe and hygienic environment.

The school’s teaching staff comprises four dedicated educators – three male teachers and one female teacher – providing comprehensive instruction to the students. Hindi serves as the primary medium of instruction, ensuring accessibility for all students. The school’s commitment to providing nutritious meals is further demonstrated by its on-site mid-day meal program, prepared within the school premises.

While the school currently doesn’t offer a computer-aided learning lab, its presence of a library and well-maintained infrastructure indicate its potential for future technological advancements. The absence of a playground might present an opportunity for future development to enhance physical activity and outdoor learning experiences. The school’s management, under the Department of Education, ensures adherence to educational standards and policies.

M.S. Tamtora’s academic offerings focus on the upper primary curriculum, covering classes 6 to 8. The school follows the “Others” board for class 10 and class 10+2, indicating a flexible approach to academic standards. The school’s dedication to providing a holistic education extends beyond academics, encompassing hygiene, nutrition, and a conducive learning environment.

The school’s head teacher, Laxminarayan Rathiya, leads a dedicated team committed to providing quality education to the students. Their consistent efforts contribute significantly to the school’s positive learning atmosphere.

The school’s location in a rural area underscores its vital role in providing educational opportunities to students who might otherwise lack access to quality education. This commitment to serving the community reflects the school’s dedication to educational equity.

In conclusion, M.S. Tamtora serves as a beacon of hope and opportunity for students in the rural area, offering a strong foundation for their academic journeys. Its dedicated staff, supportive infrastructure, and commitment to providing a wholesome learning environment make it a valuable asset to the community. Future development plans could focus on incorporating technological advancements and expanding recreational facilities to further enhance the students’ overall learning experience. The school’s continued success hinges on continued support from the community, the Department of Education, and other stakeholders.