P.S.MORNING S. BANDHA

P.S.MORNING S. BANDHA was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in LAKHANPUR block of SURGUJA district of Chhattisgarh. The school consists of Grades from 1 to 8. The school is Co-educational and it 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 Private building. It has got 8 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 a playground. The school has no library and has 0 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 having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

P.S. MORNING S. BANDHA: A Comprehensive Profile of a Rural Primary School in Chhattisgarh

P.S. MORNING S. BANDHA, a private, co-educational primary school, stands as a testament to the ongoing efforts to provide education in rural Chhattisgarh. Established in 2004, this school serves the community of LAKHANPUR block in SURGUJA district, catering to students from Class 1 to Class 8. Its rural location underscores the vital role it plays in bridging the educational gap in underserved areas.

The school’s infrastructure comprises a private building with eight classrooms, all in good condition. While lacking a boundary wall and electricity connection, the school boasts a functional playground, a key element for fostering physical activity and social interaction among students. The availability of hand pumps ensures a reliable source of drinking water, essential for the health and well-being of both students and staff. Separate, functional toilets are provided for boys and girls, signifying a commitment to basic sanitation facilities.

The school’s academic structure is noteworthy. It follows a Hindi instruction medium, reflecting the local linguistic landscape. The teaching staff comprises a dedicated team of seven educators, including five male teachers, two female teachers, and one head teacher, HABIL KUJUR. The presence of a pre-primary section highlights the school’s commitment to early childhood education. While the school uses an “Others” board for classes 10th and 10+2, the curriculum focuses on providing a solid foundation in primary and upper primary education (classes 1-8).

The school’s operational aspects reflect its resourcefulness. The provision of mid-day meals, prepared on-site, addresses the nutritional needs of the students, ensuring they have the energy and focus necessary for learning. The school’s management, categorized as “Pvt. Unaided,” indicates its reliance on private funding and community support, highlighting the importance of community engagement in educational initiatives. Its status as a non-residential school simplifies logistical arrangements while maintaining a focus on academic excellence.

The school’s technological resources are modest but include a computer-aided learning lab, a sign of the school’s efforts to integrate technology into its teaching methods, albeit without access to computers at this time. The lack of a library, while potentially limiting, can be addressed through strategic partnerships and community resource mobilization.

The school’s geographic coordinates (22.96514260 latitude, 83.04956220 longitude) and pin code (497116) help pinpoint its precise location for potential collaborations and outreach programs. The absence of a listed phone number or email address may present a slight communication barrier, but it does not negate the school’s significant contribution to the educational landscape of the region.

In summary, P.S. MORNING S. BANDHA showcases the resilience and determination of a rural school striving to provide quality education. The school’s assets include a dedicated teaching staff, a functional infrastructure, and a commitment to providing a supportive learning environment. Its challenges include limited resources like electricity and a library, areas that could benefit from further support and development.

Despite these challenges, the school’s commitment to education in a rural setting, coupled with its provision of a mid-day meal and separate sanitation facilities for boys and girls, stands as a noteworthy example of educational dedication in a less privileged area. Further investment in infrastructure and resources could significantly enhance its capacity to provide even better educational opportunities for the children it serves. The school’s existence, though facing challenges, demonstrates the enduring need and value of education in rural communities.