PS TO MS PATHARRA

PS TO MS PATHARRA was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in LORMI block of MUNGELI district of Chhattisgarh. The school consists of Grades from 6 to 10. The school is Co-educational and it doesn’t 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 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 Partial 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 a playground. The school has a library and has 350 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 TO MS Patharra: A Comprehensive Profile of a Rural Chhattisgarh School

PS TO MS Patharra, a government-run upper primary and secondary school (classes 6-10), stands as a vital educational institution in the rural landscape of Chhattisgarh, India. Established in 2006 under the Department of Education, it serves the community of Lormi block in Mungeli district. The school’s commitment to education is evident in its facilities and dedicated staff.

The school’s infrastructure includes three well-maintained classrooms, sufficient for its current student body. A separate space is designated for the head teacher and administrative needs, ensuring efficient school operations. The school building, while only partially walled, benefits from a reliable electricity connection, ensuring a conducive learning environment.

Access to clean drinking water is ensured through functional hand pumps on the school premises. The school’s commitment to inclusivity is showcased by its provision of ramps for disabled children, ensuring equal access to education for all. Furthermore, both boys and girls have access to separate, functional toilets, promoting hygiene and sanitation within the school.

Beyond the core academic functions, PS TO MS Patharra boasts a library containing 350 books and a playground, enriching the learning experience beyond the classroom setting. The presence of a playground underscores the school’s dedication to fostering holistic development and encouraging physical activity among the students. The library, though relatively small, provides a valuable resource for students to engage in independent learning and exploration.

The teaching staff comprises five male teachers and one female teacher, totaling six dedicated educators. They utilize Hindi as the primary medium of instruction, catering to the linguistic needs of the local community. The school follows the State Board curriculum for class 10, offering a well-established path for students’ academic progression.

Mid-day meals are provided and prepared within the school premises, ensuring that students receive nutritious meals, contributing to their overall well-being and focus on their studies. This initiative addresses nutritional needs and ensures that students from various backgrounds have equal access to learning opportunities.

The school’s operational effectiveness is further highlighted by its accessibility via an all-weather road. The April start of the academic session aligns with the regional calendar, ensuring a seamless transition for students.

While the school doesn’t currently offer computer-aided learning or possess computers, its commitment to providing a functional learning environment, despite resource limitations, makes it a valuable asset to the community. The absence of these resources points to potential areas for future development and enhancement of the school’s capabilities.

Despite the absence of a pre-primary section, the school’s dedication to providing quality education from classes 6 to 10 remains its core focus. Its commitment to providing a safe, inclusive, and academically enriching environment remains the school’s driving force. Future development could focus on enhancing existing resources and incorporating technology to further improve educational outcomes. The school’s efforts in providing a supportive learning environment, despite challenges, should be lauded.