NPS MARPA KOTHI PURI TOLA

NPS MARPA KOTHI PURI TOLA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in PHENHARA block of PURBA CHAMPARAN 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 None 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.

NPS MARPA KOTHI PURI TOLA: A Rural Primary School in Bihar

NPS MARPA KOTHI PURI TOLA, a primary school located in the rural area of PHENHARA block, PURBA CHAMPARAN district, Bihar, offers a glimpse into the educational landscape of a rural Indian community. Established in 2010 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. The school’s instruction medium is Hindi, catering to the local linguistic needs of its students.

The school currently employs two teachers, one male and one female, dedicated to providing quality education to its students. It’s noteworthy that the school provides mid-day meals, prepared and served on the premises, ensuring students receive proper nourishment to support their learning. This commitment to student well-being underscores the school’s dedication to holistic development.

Currently, the school operates without a dedicated building. However, it is important to note that despite this physical limitation, the school continues its vital role in the community, offering essential primary education. Further infrastructural development would greatly enhance the learning environment.

The absence of a library and computer-aided learning facilities highlights areas where improvement could significantly enhance the quality of education provided. Access to educational resources, such as books and computers, would undoubtedly broaden learning opportunities for the students.

The lack of a boundary wall, electricity connection, and playground also presents challenges to the school’s overall functionality and safety. The absence of a playground limits opportunities for physical activity and recreation, while the lack of a boundary wall presents safety concerns. The need for electricity limits the school’s capacity to enhance the learning environment.

The school’s drinking water source is currently listed as “None,” a critical concern that needs immediate attention to ensure the health and well-being of both students and teachers. Safe and readily available drinking water is paramount for a healthy school environment.

Improvements in infrastructure and resources are crucial for enhancing the school’s educational capabilities. The addition of a building, classrooms, a library, and computer facilities would significantly elevate the learning experience. Similarly, access to electricity would provide essential utilities for improved functionality.

The creation of a playground would foster physical activity and social development among students, providing them with a space for recreation and interaction. Securing a reliable source of drinking water is paramount, ensuring the well-being of all those within the school community.

The NPS MARPA KOTHI PURI TOLA serves as a vital educational resource in a rural setting, providing essential primary education despite various infrastructural limitations. Addressing the current challenges through infrastructural development and resource provision will significantly enhance the quality of education and the overall well-being of its students.

This commitment to educational accessibility in a rural community highlights the importance of investing in educational infrastructure and resources to bridge the educational gap and empower students in underserved areas.

The school’s dedicated teachers, however, continue to provide valuable instruction, illustrating the dedication of educators in overcoming these limitations to provide vital learning opportunities for the children in the community. Continued support and development are crucial for the continued success of NPS MARPA KOTHI PURI TOLA and the bright futures of its students.