P.S. BARAHI CHINTAMAN SEKH TOLI

P.S. BARAHI CHINTAMAN SEKH TOLI was established in 1988 and it is managed by the Department of Education. It is located in Rural area. It is located in SUPPI block of SITAMARHI 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 2 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 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 a playground. The school has a library and has 120 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. Barahi Chintaman Sekh Toli: A Detailed Profile of a Bihar Primary School

P.S. Barahi Chintaman Sekh Toli, a government primary school located in the rural heart of Sitamarhi district, Bihar, stands as a testament to educational access in underserved communities. Established in 1988 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys.

The school’s infrastructure comprises two well-maintained classrooms, ensuring a conducive learning environment for its students. A dedicated room for the head teacher further enhances the administrative functionality of the school. The presence of a library, stocked with 120 books, underscores the school’s commitment to fostering a love for reading and learning beyond the curriculum. A functional playground provides a space for recreation and physical activity, crucial for holistic child development.

The school’s operational effectiveness is further strengthened by reliable electricity and a functional hand pump providing clean drinking water, addressing essential needs for both students and staff. Separate boys’ and girls’ toilets contribute to a safe and hygienic learning environment. While the school currently lacks a boundary wall, the presence of a playground and library demonstrates a focus on comprehensive student well-being.

The school’s teaching staff includes one male and one female teacher, working collaboratively to provide quality education to the students. They utilize Hindi as the primary medium of instruction, aligning with the local linguistic context and ensuring effective communication. The school’s commitment to nutrition is evident through its on-site midday meal program, ensuring that students receive nutritious food, alleviating the burden on families and promoting better concentration in class.

The school’s management structure reflects its commitment to providing a well-rounded education. The head teacher, Mahesh Kumar Sah, plays a vital role in overseeing the day-to-day operations and ensuring the smooth running of the school. The school operates within the broader framework of the Department of Education, benefiting from its guidance and resources. This ensures that the school adheres to the prescribed curriculum and standards, maintaining a consistent level of education.

While the school currently does not offer computer-aided learning or have computers available, its focus on core subjects and a strong teacher-student ratio allows for personalized attention and effective instruction. The school’s location in a rural setting highlights its critical role in bridging educational gaps and ensuring access to quality education for children in remote areas.

This dedication to providing a conducive learning environment, despite resource limitations, is noteworthy. The school’s accessibility via all-weather roads further simplifies access for students, irrespective of weather conditions. The academic year commences in April, aligning with the national academic calendar.

P.S. Barahi Chintaman Sekh Toli’s humble infrastructure and limited resources do not diminish its importance. It stands as a vital educational pillar in its community. The consistent effort by the teachers and the school’s management to provide a supportive and productive learning space for its students is commendable.

The school’s commitment to providing a basic education in a rural setting, with limited resources, is a significant contribution to the community. The focus on providing a clean, safe, and functional learning environment, combined with a supportive teaching staff, ensures that students receive the best possible education within the constraints of available resources.

In conclusion, P.S. Barahi Chintaman Sekh Toli exemplifies the dedication to education in underserved areas. While opportunities for improvement exist, the school’s current state showcases commitment to providing a foundational education, preparing students for future success. Continued support and investment in such schools are crucial for promoting educational equity and empowering the next generation.