P.S.G. MANPUR

P.S.G. MANPUR was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in BATAOLI block of SURGUJA district of Chhattisgarh. The school consists of Grades from 1 to 5. The school is Girls and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 80 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.G. Manpur Girls’ Primary School: A Profile

P.S.G. Manpur is a government-run primary school located in the rural area of Bataoli block, Surguja district, Chhattisgarh. Established in 1972, this girls’ school is managed by the Department of Education and serves students from Class 1 to Class 5. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes a government building with two classrooms, all in good condition. While lacking a boundary wall, the school benefits from a reliable electricity supply and readily available drinking water from hand pumps. A notable feature is the school’s library, housing 80 books, which serves as a valuable resource for the students. Ramps are in place to ensure accessibility for disabled children. The school also offers midday meals prepared on the premises.

The school’s teaching staff comprises two female teachers, dedicated to providing quality education to the girls in their care. The school operates on a single-shift system and is not a residential school. It does not currently offer computer-aided learning or have any computers available for educational use. The absence of a playground is noted, along with the lack of a pre-primary section.

The school’s academic focus is strictly primary education (Classes 1-5). It follows the curriculum set by other boards, rather than those typically used for secondary or higher education. It’s important to note that while the school’s official designation and documentation mention “Others” as the board for class 10 and 10+2, this is likely because the school doesn’t offer those classes.

The school’s commitment to providing a nurturing learning environment is evident in its provision of a library, accessible drinking water, and accessible facilities for disabled children. The provision of midday meals underscores its dedication to the students’ well-being.

P.S.G. Manpur serves a crucial role within its community by providing essential primary education to girls in a rural setting. The dedication of the female teaching staff is a testament to the school’s efforts in fulfilling its educational mission.

The school’s infrastructure, while basic, provides a functional space for learning. The availability of a library and the provision of midday meals help to create a supportive atmosphere.

The absence of certain facilities, such as a playground and computer lab, highlights potential areas for future development and improvement. This could enhance the overall learning experience for the students.

The location of the school, in a rural area, underscores its significance in providing educational opportunities for girls in an underserved community. The school’s accessibility for all weather conditions further facilitates its role in serving the needs of the local populace.

The school’s long-standing history, since its establishment in 1972, reflects its continuous commitment to educating girls in the region. This enduring presence signifies its importance to the local community’s development.

Future improvements to the school’s facilities and resources could significantly enhance its capabilities in providing a well-rounded primary education for the girls it serves. This could involve securing additional funding to develop a playground or establish a computer lab.