PRIMARY SCHOOL LOHARDA

PRIMARY SCHOOL LOHARDA was established in 1972 and it is managed by the Department of Education. It is located in Rural area. It is located in KHUNTPANI block of PASHCHIMI SINGHBHUM district of Jharkhand. 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 95 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.

Primary School Loharda: A Comprehensive Overview

Primary School Loharda, established in 1972, serves the rural community of Khuntpani block in Paschimi Singhbhum district, Jharkhand. Managed by the Department of Education, this co-educational institution provides primary education (classes 1-5) with Hindi as the medium of instruction. The school’s accessibility is ensured by an all-weather road, and the academic year commences in April.

The school’s infrastructure comprises a government-owned building featuring two well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, and separate space is allocated for the head teacher. While the school boasts a library containing 95 books, a playground is currently absent, and the school lacks a boundary wall and electricity.

Despite the absence of computer-aided learning facilities and computers, the school prioritizes providing a quality education. The availability of hand pumps ensures access to drinking water, and separate functional toilets are provided for boys and girls. The school’s commitment to student well-being is underscored by its provision of mid-day meals, prepared and served within the school premises.

The school’s teaching staff consists of one male and one female teacher, dedicating their efforts to educating young minds in the community. The school is not a residential school and is neither a shift school nor has it been relocated to a new location. Importantly, the school does not have any ramps for disabled children.

The school’s management adheres to the “Others” board for classes 10 and 10+2. The absence of a pre-primary section reflects the school’s focus on primary education. The school’s library, though modest in size, plays a crucial role in fostering a love for reading and learning among the students.

The lack of a boundary wall necessitates increased vigilance and safety measures to ensure the security and well-being of the students. The absence of electricity presents a challenge for various school operations, highlighting the need for improvements in infrastructure. The presence of functional hand pumps, however, ensures consistent access to safe drinking water.

The school’s modest size, reflected in its two classrooms and small teaching staff, signifies the importance of community support and resource allocation to expand its facilities and capabilities. The dedicated teachers play a vital role in delivering quality education to the children.

The school’s location in a rural area emphasizes the importance of its role in providing essential educational services to underserved communities. The school’s contribution to the community is undeniable, and its sustained operation demonstrates a commitment to education.

Improvements in infrastructure, especially the provision of electricity, a boundary wall, and a playground, would significantly enhance the educational experience for students. The addition of computer-aided learning tools would also broaden educational opportunities. The provision of ramps for disabled children is vital to promote inclusive education.

Primary School Loharda, despite its challenges, stands as a testament to the commitment to education in a rural setting. Continued support and investment are crucial to help this school realize its full potential and continue providing quality primary education to the children in its care.