NPS LAILOKHAR UTAR TOLA

NPS LAILOKHAR UTAR TOLA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in KURSAKANTA block of ARARIA 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 6 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 80 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.

NPS LAILOKHAR UTAR TOLA: A Comprehensive Profile of a Rural Primary School in Bihar

NPS LAILOKHAR UTAR TOLA, a government-run primary school located in the rural heart of Bihar, stands as a testament to the ongoing efforts to expand educational access in underserved communities. Established in 2007 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, playing a vital role in shaping the future of its locality.

The school’s infrastructure, though modest, provides a functional learning environment. Six classrooms cater to the students’ needs, supported by a library housing 80 books. The availability of hand pumps ensures access to clean drinking water, a crucial aspect of maintaining hygiene and health within the school environment. Importantly, the school includes ramps, ensuring accessibility for students with disabilities. The presence of both boys’ and girls’ toilets further enhances the school’s inclusivity and promotes healthy sanitation practices.

The teaching staff comprises one male and one female teacher, collectively providing instruction in Hindi. The school offers mid-day meals prepared and served on the premises, ensuring that students receive proper nutrition to support their learning. This commitment to both education and well-being showcases the school’s holistic approach to student development.

The school’s location within the KURSAKANTA block of ARARIA district places it within a specific geographical context, highlighting its contribution to the educational landscape of that region. The fact that it is a “Primary only (1-5)” institution underscores its focus on foundational learning, providing a robust base for students’ future educational pursuits.

The absence of a boundary wall, electricity, and a playground, while noteworthy, does not diminish the school’s impact on the community. These aspects highlight areas where future improvements could further enhance the learning experience.

Furthermore, the school’s reliance on Hindi as the primary medium of instruction reflects the local linguistic context and promotes effective communication within the classroom.

The school’s status as a non-residential institution, along with its “Others” designation for higher secondary education boards, provides further clarity regarding its operational framework and focuses on its primary function as a primary school.

NPS LAILOKHAR UTAR TOLA’s commitment to education, despite its limited resources, showcases the dedication of its staff and its crucial role within the community. While improvements to infrastructure and resources would be beneficial, the school’s core mission of providing quality primary education continues to make a meaningful impact.

The school’s establishment date of 2007 provides a historical context, allowing for an understanding of its development within the broader framework of educational initiatives in the region. Its ongoing operation reinforces the sustained need for accessible primary education in rural areas.

Finally, the school’s detailed profile, encompassing various aspects from infrastructure to teaching methodologies, serves as a valuable resource for educational researchers, policymakers, and community stakeholders. It offers a clear picture of a functional rural school, its challenges, and its potential for further growth and development. The data provided is essential for strategic planning and resource allocation towards improving educational opportunities for children in similar settings.