P S AATMA KUND URAON TOLA

P S AATMA KUND URAON TOLA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in DHAMDAHA block of PURNIA 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 2 boys toilet and it is functional. and 1 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.

P S AATMA KUND URAON TOLA: A Rural Primary School in Bihar, India

P S AATMA KUND URAON TOLA is a primary school located in the rural DHAMDAHA block of PURNIA district, Bihar, India. Established in 2007, this co-educational institution is managed by the Department of Education and caters to students from classes 1 to 5. The school’s curriculum is delivered in Hindi, reflecting the local language. Accessibility is ensured through an all-weather road, making it convenient for students to attend classes. The academic year commences in April, following the standard educational calendar of the region.

The school’s infrastructure, while functional, is modest. Currently, it operates without a dedicated school building, relying on alternative arrangements for classroom spaces. Despite the lack of a building, the existing classrooms are maintained in good condition. Two additional rooms serve non-teaching functions. Further improvements are needed as the school currently lacks a boundary wall and electricity connection. However, access to clean drinking water is provided via functional hand pumps, a crucial element in maintaining a healthy school environment. Sanitation facilities include two functional boys’ toilets and one functional girls’ toilet.

While the school provides a mid-day meal prepared on the premises, ensuring students have access to nutritious food, it lacks several amenities typically found in more developed schools. There is no library, playground, or computer-aided learning facilities. The absence of computers also limits opportunities for technology-based learning. The school does not have a pre-primary section and is not a residential facility. Importantly, the school does have ramps for disabled students, highlighting a commitment to inclusivity.

The teaching staff comprises two male teachers, dedicated to providing quality education to the students. The school’s commitment to education is further highlighted by the fact that it is accessible throughout the year and offers a consistent educational experience.

The absence of a library and other resources underscores the need for further investment in the school’s infrastructure and resources. While the school provides basic educational services, access to a library and a playground would significantly enhance the learning environment and extracurricular activities for students.

The lack of computers and computer-aided learning facilities limits the students’ exposure to technology, a critical skill in the modern world. Providing computers and establishing a computer lab would significantly improve the quality of education and prepare students for future opportunities.

The school’s management, the Department of Education, plays a crucial role in securing funding and resources to address these infrastructural gaps and improve the educational provisions. Collaboration with local communities and NGOs could also contribute significantly.

The school’s success is testament to the dedication of its teachers and the resilience of the community. The school’s focus on providing basic education within the constraints of its resources is commendable, even though further improvements in infrastructure are desired.

Looking ahead, there is significant potential for P S AATMA KUND URAON TOLA to grow and develop into a more comprehensive educational institution. Addressing the lack of a school building, providing access to technology, and enriching the learning environment with a library and playground would greatly enhance the learning experience for its students.

The school’s commitment to providing education to the children of the community, despite the challenges, is noteworthy. Continued efforts to secure resources and address infrastructure needs will enable P S AATMA KUND URAON TOLA to nurture the potential of its students and contribute to the overall development of the community.