NPS SHYAMPUR AHIR TOLI

NPS SHYAMPUR AHIR TOLI was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in SUGAULI 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 Others 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 Shyampur Ahir Toli: A Rural Primary School in Bihar

NPS Shyampur Ahir Toli is a primary school located in the Sugauli block of Purba Champaran district, Bihar, India. Established in 2006, this co-educational institution falls under the management of the Department of Education and serves students from Class 1 to Class 5. The school operates in a rural setting, with its instruction medium being Hindi. The school’s operational year commences in April.

The school’s infrastructure is characterized by the absence of a dedicated school building. While lacking a formal building, the school utilizes available space for its educational purposes. The school’s boundary wall is constructed from other materials. Importantly, the school currently lacks an electricity connection.

Regarding the provision of essential facilities, the school does not possess a playground, library, or computers for teaching and learning purposes. The absence of these amenities presents challenges to the school’s overall learning environment.

Furthermore, there are no toilets available at the school. Access to drinking water is also limited, as the school currently has no functional source of drinking water. The school does not provide ramps for disabled children, highlighting the need for accessibility improvements.

Despite its infrastructural limitations, the school employs two male teachers to provide education to its students. The school operates without a head teacher, and there are no female teachers or pre-primary teachers. There is no pre-primary section available at the school. The school provides midday meals prepared on the premises.

The school’s academic focus is solely on primary education (Classes 1-5). The school’s board affiliation for higher classes (Class 10 and Class 10+2) is listed as “Others.” The school is non-residential, further highlighting the needs of the community it serves.

The school’s location in a rural area presents unique logistical challenges, affecting accessibility and the availability of resources. This underscores the need for continued support and investment in educational infrastructure to bridge the gap in educational opportunities.

The overall operational status of NPS Shyampur Ahir Toli, though functional, reveals a need for significant infrastructural development and resource allocation to improve the learning environment for students. Addressing the lack of basic facilities, such as a proper building, toilets, drinking water, and a playground, will greatly enhance the educational experience and well-being of the students.

The lack of computer-aided learning and a library also hinders the school’s ability to provide a holistic and enriching education. Addressing these infrastructural deficiencies should be a priority to ensure that students receive the quality education they deserve, and to effectively contribute to the overall educational goals of the region. Further investment in teacher training and provision of teaching materials would significantly supplement this initiative.