PS PERLIYA

PS PERLIYA was established in 2007 and it is managed by the Department of Education. It is located in Rural area. It is located in KADWA block of KATIHAR 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 3 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 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 not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

PS Perliya: A Rural Primary School in Bihar, India

PS Perliya, a government-run primary school, serves the rural community of Kadwa block in Katihar district, Bihar, India. Established in 2007 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing a crucial foundation for their education. The school’s commitment to learning is evident in its dedicated teaching staff and its focus on providing a supportive learning environment.

Infrastructure and Resources:

The school building, a government structure, houses three classrooms conducive to effective teaching and learning. While lacking a boundary wall and electricity connection, the school prioritizes the students’ well-being by providing access to functional hand pumps for drinking water, ensuring hydration throughout the school day. Separate functional boys’ and girls’ toilets are also available, addressing hygiene needs.

Instruction and Curriculum:

Hindi serves as the primary medium of instruction, enabling effective communication and comprehension for the students. The school provides mid-day meals, prepared and served on the school premises, contributing to students’ overall well-being and reducing barriers to attendance. The absence of a library and computer-aided learning facilities highlights areas where future improvements could significantly enhance the learning experience. The curriculum, although not explicitly detailed, is tailored to meet the requirements of primary education (Classes 1-5). The school also adheres to an academic session commencing in April, aligning with the broader educational calendar.

Accessibility and Inclusivity:

While lacking a playground and computer facilities, the school prioritizes accessibility for differently-abled students. The presence of ramps ensures that these students can navigate the school environment easily. The school’s commitment to inclusivity is further reflected in its co-educational structure, creating a diverse and welcoming atmosphere for all learners.

Teaching Staff and Management:

The school boasts a dedicated teaching staff of three male teachers. The collaborative efforts of these educators create a supportive learning environment for the students. The absence of a dedicated head teacher, however, underscores an area where additional resources may be beneficial for enhanced administrative and pedagogical support. The school’s management by the Department of Education assures adherence to established educational standards and practices.

Community Engagement and Future Development:

The school’s location in a rural area highlights its vital role in providing access to education for children in this community. Future development efforts could focus on enhancing the school’s infrastructure, including the addition of electricity, a library, a computer lab, and a playground. These additions would further enrich the students’ learning experience and better prepare them for future academic challenges.

Contact Information:

Although contact information like phone number and email address are currently unavailable, the school’s location in Kadwa block, Katihar district, Bihar, India, and the availability of a physical address, can be used to establish direct communication. Local authorities or the Department of Education could be valuable resources for obtaining further contact details.

Conclusion:

PS Perliya, despite its resource limitations, plays a crucial role in educating children in a rural setting. Its dedicated teachers and commitment to providing a safe and inclusive environment demonstrate the school’s value to the community. With further support and development, PS Perliya can continue to grow and empower its students to achieve their full potential. Future development should focus on expanding existing resources to better support the school’s mission and meet the growing educational needs of the community.

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