PS RAILWAY NO.-1

PS RAILWAY NO.-1 was established in 1950 and it is managed by the Department of Education. It is located in Urban area. It is located in KHAGARIA block of KHAGARIA 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 1 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 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 Railway No.-1: A Glimpse into a Bihar Primary School

PS Railway No.-1, a primary school located in the urban area of Khagaria district, Bihar, stands as a testament to the enduring commitment to education in the region. Established in 1950, this government-run institution serves students from classes 1 to 5, providing a foundational education crucial for their future development. The school’s co-educational environment fosters inclusivity, creating a learning space where boys and girls alike can thrive.

The school’s infrastructure, while modest, is functional. A single classroom caters to the students’ needs, ensuring an intimate learning atmosphere. Crucially, both boys and girls have access to separate, functional toilets, emphasizing the school’s commitment to providing a safe and hygienic environment. The availability of hand pumps ensures a reliable source of drinking water for students and staff throughout the day.

The school’s teaching staff comprises a dedicated team of five educators, three men and two women, who work collaboratively to deliver a quality education. Hindi serves as the medium of instruction, aligning with the local language and facilitating effective communication within the classroom. The school follows an academic calendar that begins in April, adhering to the standard educational schedule.

Meals are provided and prepared on-site, addressing a crucial aspect of students’ well-being by ensuring access to nutritious food. This vital provision helps alleviate potential barriers to learning and ensures students have the energy to focus on their studies.

While the school lacks some amenities typically found in more well-resourced institutions, the fundamental elements are present. The absence of a library or playground, for instance, highlights potential areas for future development and improvement. The absence of a boundary wall is also notable, suggesting a need for further infrastructural investment to enhance security.

Despite the lack of advanced technology like computers or a computer-aided learning lab, the school’s dedication to providing basic education remains unwavering. The teachers’ commitment to instruction in Hindi ensures that students receive a strong foundation in literacy and numeracy.

The management of the school rests with the Department of Education, highlighting its official standing within the state’s educational system. This affiliation ensures compliance with established educational standards and provides access to resources and support.

Located in a readily accessible area, the school’s urban setting facilitates easier access for students and families. The school’s accessibility enhances its capacity to serve the community effectively.

The absence of a pre-primary section underscores a potential area for expansion, should community needs and resources permit. Such an addition would further enhance the school’s role in supporting early childhood development in the region.

In conclusion, PS Railway No.-1 stands as a fundamental pillar of education within its community. While areas for development remain, the school’s unwavering commitment to providing basic education, combined with its dedicated teaching staff and essential amenities, demonstrates its significant contribution to shaping the future of its students.