P.S.KHAIRAJ SUPAUL

P.S.KHAIRAJ SUPAUL was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in PATORI block of SAMASTIPUR 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 None and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has no playground. The school has a library and has 147 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. KHAIRAJ SUPAUL: A Detailed Look at a Bihar Primary School

P.S. KHAIRAJ SUPAUL, a government primary school located in the rural PATORI block of SAMASTIPUR district, Bihar, offers a glimpse into the educational landscape of a rural Indian community. Established in 2007 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys. The school’s infrastructure, while modest, plays a vital role in its functionality.

The school building, a government structure, houses two classrooms, each designed to facilitate effective learning. While lacking a boundary wall and electricity, the school compensates with other resources. A library stocked with 147 books provides students with access to supplementary reading material, enriching their learning experiences beyond the classroom curriculum.

Instruction at P.S. KHAIRAJ SUPAUL is conducted in Hindi, reflecting the local linguistic landscape. The teaching staff comprises two teachers—one male and one female—dedicated to nurturing the young minds entrusted to their care. The school operates on an annual academic calendar, commencing in April, mirroring the standard school year in the region.

The school is committed to the holistic development of its students. A mid-day meal program, prepared on-site, ensures that students receive proper nourishment, supporting their concentration and overall well-being in school. The absence of pre-primary classes signifies a focus on primary education, catering to the specific age group.

Despite lacking certain amenities such as a playground, computers, and ramps for disabled access, the school actively promotes learning within its existing capacity. The absence of computer-aided learning and computers highlights the need for potential future improvements in technological integration within the educational framework.

Further development is indicated by the lack of a boundary wall, which suggests potential security concerns. The absence of drinking water facilities also represents a critical area needing improvement for the health and well-being of students and staff.

The absence of a head teacher requires further investigation. The school’s management structure needs clarification, although the mention of the Department of Education indicates governmental oversight. The school’s location in a rural setting points to the realities of educational provisions in less-developed areas.

The school’s modest size and resources highlight the challenges faced by rural primary schools. This institution serves a vital function, providing essential education to children in a community where access to educational opportunities might be limited. The information underscores the need for continuous investment and improvement in educational infrastructure, especially in underserved areas.

P.S. KHAIRAJ SUPAUL’s story serves as a reminder of the critical role primary education plays in shaping the future. While challenges remain, the school’s commitment to providing basic education is commendable. Further development of resources will undoubtedly enhance the quality of education provided to students.

In conclusion, P.S. KHAIRAJ SUPAUL, despite its limitations, represents a crucial pillar of education in its community. Continued support and investment can help it overcome challenges and provide an even better learning environment for its students, ensuring they receive the quality primary education they deserve.