N/P/S TENGRAHA W.D NO 1O

N/P/S TENGRAHA W.D NO 1O was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in KISHANPUR 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 a 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 Tengraha W.D No 1O: A Rural Primary School in Bihar

N/P/S Tengraha W.D No 1O, a primary school located in the Kishanpur block of Supaul district, Bihar, stands as a testament to the ongoing efforts to provide education in rural India. Established in 2010 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s rural setting presents unique challenges, but also highlights the importance of accessible education in underserved communities.

The school’s infrastructure, while basic, plays a vital role in the learning environment. While it currently lacks a dedicated building, the available space facilitates teaching and learning. The absence of a boundary wall underscores the need for further development and security measures. However, the presence of a library, although currently without books, suggests a commitment to fostering a love of reading among students, highlighting the potential for future expansion.

The school’s operational aspects provide insight into its daily functioning. Hindi serves as the primary language of instruction, catering to the local linguistic context. The school relies on hand pumps for its drinking water supply, a common feature in many rural areas, and meals are provided and prepared on the school premises, ensuring students receive proper nutrition.

The teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping young minds. The absence of female teachers presents an opportunity for future growth and diversification of the teaching force. The school’s reliance on a small teaching staff highlights the resourcefulness and dedication of its educators.

The school’s academic focus is on primary education (classes 1-5), equipping students with foundational knowledge and skills. While the school does not currently offer pre-primary education or computer-aided learning, this suggests avenues for potential future development and improvement of educational resources and technology integration.

The school’s lack of amenities like electricity, computers, and a playground emphasizes the need for further investment in infrastructure and resources. These improvements could significantly enhance the learning experience and provide students with more opportunities to thrive academically and socially. The absence of a playground underscores the need for outdoor recreational spaces, crucial for children’s physical and mental development.

The school’s management by the Department of Education signifies the government’s commitment to providing basic education in rural communities. However, further support and investment are crucial to improve the school’s infrastructure, resource provision, and overall educational quality.

The absence of a head teacher, while potentially temporary, highlights the need for consistent leadership and guidance within the school. Strong leadership is essential for the effective management of resources, the improvement of teaching practices, and the overall success of the institution.

Looking ahead, strategic investments in infrastructure development, technology integration, and teacher training could significantly improve the school’s capacity to provide high-quality education. Addressing the lack of a building, electricity, and computer resources would create a more stimulating and effective learning environment.

The N/P/S Tengraha W.D No 1O school serves as a vital educational institution in a rural community. Continued support and investment will play a crucial role in its growth and development, ensuring that students receive the quality education they deserve. Through collective efforts, this school can become a model of educational excellence in rural Bihar.