MS PATLA SAMASPUR

MS PATLA SAMASPUR was established in 1952 and it is managed by the Department of Education. It is located in Rural area. It is located in GOGRI block of KHAGARIA 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 14 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 a 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.

MS Patla Samaspur: A Comprehensive Overview of a Bihar Primary School

MS Patla Samaspur, a government-run primary school in Bihar, India, offers a valuable educational service to the rural community. Established in 1952 and managed by the Department of Education, the school plays a vital role in the educational landscape of the Gogri block in Khagaria district. Its comprehensive curriculum caters to students from Class 1 to Class 8, providing a foundational education for the region’s children.

The school’s infrastructure is noteworthy, featuring a government-owned building equipped with 14 classrooms ensuring ample space for learning. A functional boys’ and girls’ toilet each contribute to a safe and hygienic environment for students. Furthermore, the school boasts a playground, offering recreational opportunities for physical development and social interaction among students. The availability of hand pumps provides a reliable source of drinking water, meeting the students’ essential needs. Accessibility features include ramps for disabled children, demonstrating a commitment to inclusivity.

The teaching staff consists of a dedicated team of seven educators, with five male and two female teachers committed to imparting knowledge and nurturing the potential of their students. The school’s instruction medium is Hindi, aligning with the local language and cultural context. The school operates on a co-educational model, welcoming both boys and girls to learn and grow together. Meals are provided and prepared on the school premises, ensuring that students receive proper nourishment to support their learning.

The school’s academic structure follows a primary with upper primary format (classes 1-8), preparing students for higher secondary education. The school’s affiliation with the “Others” board for classes 10th and 10+2 reflects its adaptability to the local education system. While the school lacks a pre-primary section, its comprehensive curriculum provides a solid foundation in fundamental subjects. The absence of a library, however, represents an area for potential improvement and expansion of educational resources.

The school’s location in a rural area highlights its importance in bridging the educational gap and providing opportunities to children in underserved communities. The school’s establishment in 1952 showcases its long-standing contribution to the community, proving its resilience and commitment to education over the years.

The school’s commitment to providing a quality education is further emphasized by its readily available electricity supply, ensuring a conducive learning environment. The lack of a boundary wall, while presenting a potential area for improvement, does not appear to hinder the school’s operations.

Although the school currently lacks computer-aided learning facilities, the presence of ramps for disabled children showcases a dedication to providing inclusive access to education.

The school’s operational aspects are further complemented by its accessible location, easily reachable throughout the year. The academic session follows a typical schedule, commencing in April.

The school’s administrative details include its unique identification number, further enhancing transparency and traceability. Its geographic coordinates are also readily available, providing precise location information.

In summary, MS Patla Samaspur stands as a vital educational institution serving the rural community. Its dedicated staff, functional facilities, and commitment to inclusivity provide a foundation for future generations’ growth and development. While opportunities exist for improvements and expansion, the school’s current offerings contribute significantly to the educational well-being of the region.