PVT. SURBHI S.S.S. MAGARLOD

PVT. SURBHI S.S.S. MAGARLOD was established in 1999 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MAGARLOD block of DHAMTARI 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 Rented building. It has got 6 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 50 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

PVT. SURBHI S.S.S. MAGARLOD: A Comprehensive Overview of a Rural Primary School

PVT. SURBHI S.S.S. MAGARLOD, a private unaided school, stands as a vital educational institution serving the rural community of MAGARLOD, DHAMTARI district, Chhattisgarh. Established in 1999, this co-educational school caters to students from Class 1 to Class 8, offering both primary and upper primary education. The school boasts a pre-primary section, further expanding its reach to younger learners.

The school’s infrastructure includes six well-maintained classrooms within a rented building, providing a conducive learning environment for its students. A dedicated library houses 50 books, fostering a love of reading and learning. A playground offers opportunities for physical activity and recreation, contributing to the holistic development of the children. The school also benefits from a computer-aided learning lab, equipped with two functional computers, demonstrating its commitment to integrating technology into the curriculum. The presence of both boys’ and girls’ toilets ensures a safe and hygienic environment for all students.

The school’s teaching staff comprises seven female teachers and one head teacher, Roshni Nishad, providing a dedicated and experienced team to guide the students. Hindi serves as the primary medium of instruction, facilitating effective communication and learning within the local context. The school’s location in a rural area underscores its importance in bridging the educational gap and empowering the community.

Despite its rural setting, the school benefits from essential amenities such as electricity and a pucca boundary wall. However, the absence of a drinking water facility highlights a crucial area for future improvement. The lack of ramps also presents a barrier to accessibility for students with disabilities, an aspect deserving attention for inclusivity.

The school’s curriculum extends to upper primary education, making it a valuable resource for the community. Its affiliation with “Others” board for both Class 10th and Class 10+2 examinations reflects its commitment to providing a comprehensive education. The school’s operational details indicate a commitment to providing quality education in a rural setting, with a focus on the academic needs of students from Class 1 to Class 8.

The management’s dedication is evident in their provision of a pre-primary section, showcasing their commitment to early childhood education. The school’s operational structure is clearly outlined, with details such as the school’s establishment year (1999) and its co-educational nature. This demonstrates a commitment to providing equal educational opportunities to both boys and girls.

While the school currently does not provide mid-day meals, its other features and facilities are noteworthy and create a positive learning environment. The lack of a mid-day meal program, however, presents an opportunity for future improvement to ensure the nutritional well-being of the students.

The school’s location in a rural setting signifies its importance in ensuring access to quality education in underserved areas. The infrastructure and teaching staff indicate a commitment to providing a good learning environment. Further development in areas like drinking water provision and accessibility for students with disabilities will enhance the school’s overall effectiveness.

The information about PVT. SURBHI S.S.S. MAGARLOD underscores the crucial role played by private unaided schools in expanding educational opportunities. The school’s dedication to education is reflected in its commitment to providing a supportive and enriching learning environment for the children of MAGARLOD. It serves as a model of community-focused education within the rural landscape of Chhattisgarh.

In conclusion, PVT. SURBHI S.S.S. MAGARLOD stands as a testament to the ongoing efforts towards improving educational access and quality in rural areas. Continuous improvements and community support can ensure that this school continues to thrive and empower future generations.