M.S.BARACHATTI

M.S.BARACHATTI was established in 1932 and it is managed by the Department of Education. It is located in Rural area. It is located in BARACHATTI block of GAYA 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 9 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 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

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

M.S.BARACHATTI, a government-run primary school in the rural BARACHATTI block of GAYA district, Bihar, India, boasts a rich history, having been established in 1932. Managed by the Department of Education, this co-educational institution provides education from Class 1 to Class 8, catering to the educational needs of the local community. The school’s commitment to quality education is evident in its various facilities and resources.

The school’s infrastructure includes a government building equipped with nine well-maintained classrooms dedicated to instruction. Supporting the learning environment is a library stocked with 100 books, fostering a love for reading among students. The availability of hand pumps ensures access to clean drinking water, a critical aspect of student well-being. Furthermore, the school’s commitment to inclusivity is highlighted by its provision of ramps for disabled children, ensuring seamless access to classrooms. A computer-aided learning lab, equipped with three functional computers, complements the traditional learning methods.

The school’s staff comprises a dedicated team of ten teachers, seven male and three female, dedicated to providing quality instruction. Hindi serves as the medium of instruction, making learning accessible to the local students. The school operates on an academic year that commences in April, aligning with the regional academic calendar. The provision of midday meals, prepared and provided within the school premises, addresses the nutritional needs of the students, ensuring their readiness to learn.

The school’s location in a rural area underscores its role in bridging the educational gap and providing opportunities to children in underserved communities. The school’s commitment to providing a conducive learning environment is evident in its features. The presence of separate boys’ and girls’ toilets further enhances the school’s infrastructure.

Despite its many strengths, the school lacks a boundary wall, a playground, and a pre-primary section. However, these are not insurmountable challenges and may be addressed through future development efforts and community engagement. The school’s status as a primary institution with an upper primary section (Classes 1-8) indicates the diverse age range of its students, requiring a varied and adaptable approach to teaching.

M.S.BARACHATTI has undergone a shift to a new location, indicating a commitment to providing improved facilities and accessibility for its students. The school’s use of the ‘Others’ designation for Class 10 and Class 10+2 boards suggests that it may follow a curriculum aligned with other educational boards outside the mainstream national systems.

The school’s infrastructure is further enhanced by its reliable electricity connection, ensuring that teaching and learning are not interrupted by power outages. The school’s long history and its continued operation speak to its resilience and commitment to serving the community.

The school’s administration and teaching staff work diligently to ensure a positive and productive learning environment. The school’s location and facilities reflect the reality of many rural schools in India, showcasing both the challenges and the remarkable dedication of those who work to provide education to children in underserved communities.

Finally, the school’s detailed information underscores the importance of data transparency in education. This detailed profile allows for better understanding of its strengths, challenges and opportunities for improvement, guiding future planning and resource allocation.