P.S. SINGHNAN (URDU)

P.S. SINGHNAN (URDU) was established in 1965 and it is managed by the Department of Education. It is located in Rural area. It is located in RAJOUN block of BANKA 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 doesn’t 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 no playground. The school has a library and has 163 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. SINGHNAN (URDU): A Rural Primary School in Bihar, India

P.S. SINGHNAN (URDU), a government-run primary school, serves the rural community of Rajoun block in Banka district, Bihar, India. Established in 1965, this co-educational institution offers education from classes 1 to 5, utilizing Hindi as its primary language of instruction. The school plays a vital role in providing elementary education to the children in this underserved area.

The school’s infrastructure includes a government-provided building with two classrooms, ensuring adequate space for teaching activities. While lacking a boundary wall and electricity, the school provides essential facilities like functional boys’ and girls’ toilets and a reliable source of drinking water through hand pumps. A notable feature is the presence of a library, housing 163 books, promoting literacy and learning beyond the classroom.

The teaching staff consists of one male teacher and three female teachers, totaling four educators dedicated to providing quality education to the students. The school’s commitment to its students extends to providing mid-day meals, ensuring children receive proper nutrition alongside their education. The meal preparation takes place within the school premises.

The school’s management falls under the Department of Education, signifying a commitment to public service and equitable access to education. The school operates under the “Others” board for both class 10th and 10+2, indicating a potentially flexible curriculum adapted to local needs.

Despite lacking computer-aided learning facilities, the school provides a foundational education for young learners in the region. The absence of a playground may limit extracurricular activities, but the presence of a library suggests a commitment to fostering reading habits and intellectual development among students.

The school’s location in a rural area suggests a crucial role in bridging the education gap and providing opportunities for children who may not otherwise have access to formal schooling. The lack of a pre-primary section may present a challenge for younger children seeking early childhood education.

The school’s accessibility is aided by an all-weather road, ensuring students can attend school regardless of weather conditions. The school follows an academic session commencing in April, aligning with the broader educational calendar in the region.

P.S. SINGHNAN (URDU) stands as a testament to the efforts made to provide basic education in rural India. While further infrastructure improvements, such as electrification and the addition of computer labs, could enhance the learning experience, the school diligently strives to fulfill its fundamental role of providing quality primary education.

The school’s focus on Hindi instruction is appropriate for its local context, ensuring effective communication and learning within the community. While there is no information available on the head teacher, the dedicated teaching staff and commitment to the mid-day meal program show a strong emphasis on supporting students’ holistic well-being.

The absence of ramps highlights a potential area for improvement to ensure inclusivity and accessibility for children with disabilities. This underscores the ongoing need for investment in improving infrastructure and accessibility for all students.