N/P/S KEWAT TOLA SUPAUL

N/P/S KEWAT TOLA SUPAUL was established in 2006 and it is managed by the Department of Education. It is located in Urban area. It is located in SUPAUL 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 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 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 Kewat Tola Supaul: A Comprehensive Profile of a Bihar Primary School

N/P/S Kewat Tola Supaul, a primary school located in the Supaul district of Bihar, India, offers a glimpse into the educational landscape of rural India. Established in 2006 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and its provision of mid-day meals, ensuring students receive both nourishment and learning opportunities.

The school’s infrastructure, while lacking some amenities, reflects its resource limitations. Currently, it operates without a dedicated school building, relying on alternative spaces for instruction. While lacking computer-aided learning facilities and a library, the school utilizes hand pumps as its reliable source of drinking water. The absence of a boundary wall and electrical connection highlights areas where improvements could significantly enhance the school’s environment.

The school’s teaching staff comprises two female teachers, dedicated to providing quality education in Hindi, the primary language of instruction. The absence of male teachers, however, presents a potential area for growth and diversification within the teaching faculty. The school’s curriculum focuses solely on primary education (Classes 1-5), with no pre-primary section or higher secondary classes offered.

Despite its resource limitations, N/P/S Kewat Tola Supaul plays a crucial role in providing primary education to children in the Supaul block, a significant contribution to the community’s development. The absence of certain facilities, such as a playground, computer lab, and library, presents challenges that could be addressed through community engagement and increased funding.

The school’s location in an urban area suggests relative accessibility, although the specifics of transportation remain unmentioned. The school’s academic calendar begins in April, aligning with the general academic year in India. The lack of specified contact information (phone number or email address) may pose a challenge for communication and engagement with stakeholders.

The school’s management by the Department of Education signifies its importance within the government’s educational framework. The lack of a school building underscores the need for infrastructure improvements. This would create a more conducive learning environment, benefiting students and teachers alike.

N/P/S Kewat Tola Supaul’s operational status, functioning without a dedicated school building, highlights the challenges faced by many schools in resource-constrained areas. The school’s reliance on hand pumps for drinking water shows resourcefulness in addressing basic necessities. The provision of midday meals reflects a commitment to student well-being, ensuring children receive proper nutrition alongside their education.

The school’s reliance on two female teachers showcases their dedication to the students and emphasizes the importance of supporting female educators in rural contexts. Further investment in infrastructure and resources could significantly impact the school’s ability to enhance its educational offerings.

The future of N/P/S Kewat Tola Supaul depends heavily on community support and governmental initiatives. Addressing the lack of a proper building, electricity, and other amenities would be a transformative step, greatly enhancing the learning environment and fostering better educational outcomes for the students. Focusing on attracting male teachers would further diversify the teaching staff and contribute to a more holistic learning experience.

In conclusion, N/P/S Kewat Tola Supaul is a testament to the dedication of its teachers and the importance of education in even the most resource-challenged environments. By addressing infrastructure limitations and expanding available resources, this school can continue to provide essential primary education and significantly contribute to the community’s development. Further initiatives to improve the facilities and resources could greatly benefit the students and enhance their overall learning experience.