P.S. INDRAPURI RAILWAY LINE KE KINARE

P.S. INDRAPURI RAILWAY LINE KE KINARE was established in 1999 and it is managed by the Department of Education. It is located in Urban area. It is located in PATNASADAR URBAN block of PATNA 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 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 415 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 but not Prepared in School Premises providing mid-day meal.

P.S. Indrapuri Railway Line Ke Kinare: A Detailed Profile of a Bihar Primary School

P.S. Indrapuri Railway Line Ke Kinare, a primary school located in Patna, Bihar, stands as a testament to the ongoing efforts to provide basic education in India. Established in 1999, this co-educational institution serves students from Class 1 to Class 5, offering a crucial foundation for their academic journeys. The school, managed by the Department of Education, is situated in an urban area, making it accessible to a significant portion of the local community.

The school’s infrastructure, while modest, includes essential facilities. Though it currently lacks a dedicated school building, it operates with a total of four teachers – two male and two female – providing a student-teacher ratio that ensures individualized attention. Despite the absence of a dedicated building, the school makes provision for teaching and non-teaching activities.

Despite infrastructural challenges, the school prioritizes the academic well-being of its students. The instruction medium is Hindi, catering to the linguistic needs of the local population. The school boasts a library stocked with 415 books, providing valuable resources for students beyond classroom learning. It is a testament to their commitment to literacy and knowledge expansion.

The school recognizes the importance of hygiene and sanitation and has separate functional boys’ and girls’ toilets, reflecting a commitment to a safe and healthy learning environment. The absence of a boundary wall presents a challenge, but the school’s commitment to its students remains unwavering.

Interestingly, the school operates without electricity, highlighting the need for improved infrastructure in the area. The lack of computer-aided learning facilities reflects the broader digital divide in some parts of India, presenting both a challenge and an opportunity for future development.

The provision of midday meals, though not prepared on school premises, indicates an effort to ensure students receive adequate nutrition. This external meal provision underscores the community support and collaborative efforts to tackle potential barriers to education. The school’s status as non-residential simplifies logistical aspects but also reinforces the importance of community support for the daily well-being of its students.

The school’s location near the railway line offers both advantages and disadvantages. Its proximity to a transport hub could enhance accessibility for students from further distances, but it also presents potential challenges related to noise and safety.

The absence of a playground limits opportunities for physical activity and recreational development, highlighting the need for future expansion and infrastructural upgrades. The school’s lack of ramps for disabled children underscores the need for greater inclusivity in educational settings.

The overall picture presented by P.S. Indrapuri Railway Line Ke Kinare is one of a school striving to provide quality education despite considerable resource limitations. Its existence is significant, representing a continued commitment to basic education within a community. The school serves as a valuable example of the need for continuous improvement and strategic investments in educational infrastructure to enhance the learning experience for all students.

The future development of this school hinges on sustained support, both from the government and the local community. Investment in infrastructure, resources, and technology will be vital in enabling P.S. Indrapuri Railway Line Ke Kinare to reach its full potential and provide a truly enriching and holistic education to the children under its care.