NEW P S SHRIKANTPUR (2006-07)

NEW P S SHRIKANTPUR (2006-07) was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in SURYAPURA block of ROHTAS 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 Others 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 406 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.

NEW P S SHRIKANTPUR: A Rural Primary School in Bihar

NEW P S SHRIKANTPUR, established in 2006, is a government-run primary school located in the rural area of Suryapura block, Rohtas district, Bihar. Managed by the Department of Education, this co-educational institution offers classes from 1st to 5th standard, catering to the educational needs of the local community. The school’s instruction medium is Hindi, reflecting the regional language prevalent in the area. Accessibility is ensured through an all-weather road, making it easily reachable for students regardless of weather conditions. The academic year commences in April, aligning with the typical school calendar in India.

The school infrastructure comprises a government-provided building, housing three well-maintained classrooms dedicated to teaching activities. Additional rooms support non-teaching functions, including a dedicated space for the school’s staff. The school is enclosed by an “Others” type boundary wall, providing a degree of security and demarcation. While the school currently lacks an electrical connection, potable water is readily available through functional hand pumps. Sanitation is addressed with separate, functional boys’ and girls’ toilets.

Despite the absence of a playground, the school boasts a library with an impressive collection of 406 books. This resource plays a vital role in enriching the students’ learning experience beyond the regular curriculum. The lack of ramps indicates that the school’s current accessibility features are not fully inclusive for students with disabilities. Importantly, the school provides and prepares mid-day meals on its premises, addressing a crucial nutritional need for the students.

The school’s staffing includes one male and one female teacher, totaling two teachers. The absence of pre-primary sections and computer-aided learning facilities reflects the limitations of resources in this rural setting. This modest staffing level, however, suggests a close-knit learning environment where teachers can potentially provide individualized attention to students.

The school’s commitment to providing a basic education is noteworthy, especially given its location in a rural area with limited resources. The presence of a library and mid-day meal program highlights the school’s dedication to the holistic development of its students. However, opportunities for improvement exist, particularly in areas of infrastructure such as electricity provision, playground facilities, and the inclusion of computer-aided learning.

Further development and investment in resources could significantly enhance the learning environment and equip students with the skills and knowledge necessary for future success.

The school’s management could explore collaborations with NGOs or government initiatives to procure computers and establish a computer lab, thereby enhancing the teaching and learning experience. Similarly, initiatives to establish a playground would contribute to the students’ physical and social development. Further, exploring options for making the school fully accessible to students with disabilities would ensure inclusivity and equal opportunities for all.

Expansion of library resources would also support a more comprehensive learning environment. The school’s management could explore partnerships with local organizations or libraries to regularly update the book collection and introduce a wider range of reading materials.

Addressing these areas would transform NEW P S SHRIKANTPUR into an even more effective and inclusive educational institution, better serving the needs of the community it serves. The school’s dedication to education in a challenging setting serves as a testament to the importance of access to education for rural communities.