N.P.S. PHATAK TOLA,MANPUR

N.P.S. PHATAK TOLA,MANPUR was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in SINGHESHWAR block of MADHEPURA 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 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 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 doesn’t 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 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. Phatak Tola, Manpur: A Rural Primary School in Bihar

N.P.S. Phatak Tola, Manpur, a government-run primary school, serves the rural community of Singheshwar block in Madhepura district, Bihar. Established in 2006 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a crucial foundation for their education. The school’s focus on Hindi as the medium of instruction ensures accessibility for the local children.

The school infrastructure comprises a government building housing three classrooms, all in good condition. While lacking a boundary wall and electricity connection, the school provides essential amenities like hand pumps for drinking water and a functional boys’ toilet. The absence of a playground, library, and computers highlights areas needing improvement for enhancing the learning environment. The school building also includes additional rooms for non-teaching activities and a dedicated space for the head teacher.

Despite resource limitations, the school actively contributes to its students’ well-being through a mid-day meal program, providing and preparing meals on-site. The two female teachers dedicatedly provide instruction, demonstrating a commitment to education despite a lack of male teachers and pre-primary sections. The school’s management and staff strive to offer a basic but functional educational experience within the constraints of its rural setting.

The school’s accessibility is ensured through all-weather road connectivity, making it convenient for students to attend classes. The academic session commences in April, following the standard academic calendar. The school’s operational structure includes a direct link to the Department of Education, facilitating administrative oversight and support.

The absence of computer-aided learning and a library indicates opportunities for future development and resource enhancement. These aspects could significantly enrich the learning process and provide students with additional educational resources. Investment in these areas could positively impact the students’ overall academic achievement and exposure to technology.

The school’s commitment to providing a mid-day meal is commendable, addressing a fundamental need of students and ensuring they receive nutritious sustenance while at school. This critical component supports improved attendance rates and students’ ability to focus on their studies.

The school’s co-educational nature promotes inclusivity and fosters a balanced learning environment for both boys and girls. The school’s location in a rural setting highlights the importance of educational provision in underserved areas, contributing to rural development and enhancing opportunities for the local community.

While the lack of certain amenities presents challenges, the school demonstrates a commitment to providing primary education to the children of N.P.S. Phatak Tola, Manpur. With additional resources and support, this institution has the potential to further improve the quality of education it provides and contribute even more significantly to the community’s development.

The school’s classification as “Primary only (1-5)” confirms its focus on foundational education. The school’s modest infrastructure, while functional, highlights the need for investment in educational facilities to provide a more stimulating and enriched learning experience for the students.

The dedication of the two female teachers underscores the importance of qualified educators in shaping the lives of young learners. Their efforts, combined with the midday meal program, demonstrate a commitment to creating a supportive environment that addresses both educational and nutritional needs within the community.