N.P.S.SURIWA POKHAR

N.P.S.SURIWA POKHAR was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in SHIVAJINAGAR block of SAMASTIPUR 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 5 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 3 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.SURIWA POKHAR: A Rural Primary School in Bihar, India

N.P.S.SURIWA POKHAR is a government-run primary school located in the rural SHIVAJINAGAR block of SAMASTIPUR district, Bihar, India. Established in 2007 under the Department of Education, this co-educational institution caters to students from classes 1 to 5. The school operates within a government building and boasts five classrooms in good condition, supplemented by two additional rooms for non-teaching activities. While lacking some amenities, N.P.S.SURIWA POKHAR provides essential services to the community it serves.

The school’s curriculum is delivered primarily in Hindi, with a total of two female teachers leading the instruction. Meals are provided and prepared on the school premises, ensuring students receive proper nourishment. Access to potable water is facilitated through functional hand pumps, a crucial feature in a rural setting. Importantly, the school features ramps for disabled children, ensuring inclusivity in access to education.

N.P.S.SURIWA POKHAR does not currently offer pre-primary education nor have a library or computer-aided learning facilities. The absence of a boundary wall, electricity, and a playground highlights areas where improvements could enhance the overall learning environment. While these aspects are lacking, the school’s commitment to providing a basic education in a challenging environment is commendable.

The school’s management is actively involved in ensuring the provision of a mid-day meal program, contributing to the students’ overall well-being. The three functional girls’ toilets are a step towards improving sanitation facilities. The fact that the school is accessible by road throughout the year reflects consideration for the practicalities of the local environment. The school’s academic session commences in April, adhering to the standard academic calendar.

N.P.S.SURIWA POKHAR’s focus remains on delivering primary education to the children of its community. Despite the lack of certain amenities, the school’s presence plays a vital role in providing educational opportunities to students in this rural area of Bihar. The school’s commitment to education, despite resource limitations, underlines its importance to the community.

The school’s management structure, under the Department of Education, provides a framework for governance and oversight. The commitment to inclusive education is demonstrated by the inclusion of ramps for disabled students. The school’s proactive approach to providing meals and ensuring access to water highlights the school’s comprehensive approach to student well-being.

Future developments for the school could include the addition of a boundary wall to enhance security, the installation of electricity to facilitate improved learning opportunities, and the establishment of a library to encourage reading and learning outside of the classroom. The addition of computer-aided learning and playground facilities would further enrich the educational experience.

The need for additional classrooms or a larger facility should be considered based on the school’s growth and student population. The provision of additional sanitation facilities could contribute to a more hygienic environment. The enhancement of these facilities would significantly contribute to improving the learning environment and overall well-being of the students.

The absence of a head teacher or other male teaching staff present interesting dynamics regarding the school’s operations and management. A further investigation into this organizational structure is warranted to fully understand how the school functions effectively. This further emphasizes the need for resource allocation and potential expansion.

In conclusion, N.P.S.SURIWA POKHAR, while facing infrastructural challenges, remains a significant educational institution for the rural community it serves. Continued support and development are crucial in ensuring its ongoing success in providing quality primary education. This focus on basic education is a critical contribution to the future of this community.