N.P.S PASWAN EVAM RISHIDEV TOLA

N.P.S PASWAN EVAM RISHIDEV TOLA was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHATAPUR block of SUPAUL district of Bihar. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 No Building building. It has got 0 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no 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.

N.P.S Paswan Evam Rishidev Tola Primary School: A Rural Bihar Institution

N.P.S Paswan Evam Rishidev Tola, a primary school nestled in the rural heart of Bihar, serves as a vital educational cornerstone for the community. Established in 2012 under the Department of Education, this co-educational institution provides primary education (classes 1-5) to the children of Chhatapur block in Supaul district. The school’s dedication to providing a quality education is evident despite its limited resources.

The school’s curriculum is delivered in Hindi, catering to the local linguistic needs. With a total of four teachers – three male and one female – the school provides personalized attention to its students. Although it does not offer pre-primary education, the school plays a crucial role in providing foundational literacy and numeracy skills to its students.

The school’s infrastructure, while basic, demonstrates a commitment to learning within available resources. The lack of a dedicated school building highlights a significant need for improvement, however, the school operates utilizing alternative spaces. The absence of a boundary wall presents a challenge in terms of security and safety, and there is also a lack of electricity, further impacting operational efficiency.

Despite these limitations, the school proactively addresses crucial aspects of student wellbeing. Access to clean drinking water is ensured through functional hand pumps, a vital element in maintaining hygiene and health. The provision of mid-day meals, prepared on the school premises, ensures that students are adequately nourished, mitigating the impact of food insecurity on learning.

The school’s lack of additional facilities like computers, a library, and a playground underscores the need for further development and investment in educational resources. These amenities would significantly enhance the learning environment and provide students with a more holistic educational experience. The absence of these resources highlights a critical need for future infrastructure improvements and resource allocation.

While the school currently operates without a dedicated head teacher, the collective efforts of the teaching staff ensure that students receive the necessary instruction. Their commitment to education in the face of adversity showcases dedication and passion for their students’ academic growth.

The absence of computer-aided learning and a library further demonstrates the limitations of the school’s resources. Access to technology and a wider range of reading materials would significantly enhance educational opportunities and broaden students’ horizons. The goal should be to equip the school with the necessary infrastructure and resources to provide a more robust and engaging learning environment.

The school’s location in a rural area and reliance on hand pumps for drinking water reflects the realities of its context, but also highlights the importance of supporting schools in underserved communities. Investing in infrastructure improvements and resource enhancements would significantly improve the quality of education provided.

Despite lacking a dedicated school building, the school remains a vital hub for learning within the community. Its commitment to providing primary education and mid-day meals demonstrates a strong community focus and dedication to student well-being. Continued support and investment are essential to improving the school’s infrastructure and expanding its resources.

In summary, N.P.S Paswan Evam Rishidev Tola showcases the resilience and dedication of educators in serving their community. While challenges related to infrastructure and resources remain, the school’s commitment to education remains unwavering, providing a foundation for future generations. Continued investment and support are crucial to further enhancing this vital community institution.