RESIDENTIAL PUBLIC SCHOOL BERWARI GONDLI POKHAR

RESIDENTIAL PUBLIC SCHOOL BERWARI GONDLI POKHAR was established in 2014 and it is managed by the Unrecognised. It is located in Rural area. It is located in ANGARA block of RANCHI 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 Private 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 have electric connection. The source of Drinking Water in the school is Tap Water 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 Not Provided providing mid-day meal.

Residential Public School Berwari Gondli Pokhar: A Comprehensive Overview

Residential Public School Berwari Gondli Pokhar, a private co-educational primary school, stands as a vital educational institution serving the rural community of Angara block in Ranchi district, Jharkhand. Established in 2014, this unrecognised school provides a crucial educational foundation for children in grades 1 through 5.

The school’s infrastructure includes three well-maintained classrooms designed for effective learning. While lacking a boundary wall and playground, the school boasts readily accessible tap water, ensuring students have a reliable source of hydration. Importantly, the school’s commitment to accessibility is evident in its provision of ramps for disabled children. The school is powered by electricity, enhancing the learning environment.

The school’s teaching staff comprises one male and one female teacher, delivering instruction primarily in Hindi. The school’s operational details are noteworthy; the academic session commences in April, reflecting the regional academic calendar. The absence of a pre-primary section focuses the school’s resources on providing quality primary education. Furthermore, the school does not currently offer mid-day meals.

The school’s location in a rural area highlights its crucial role in bridging the educational gap in underserved communities. The school’s dedication to providing a functional learning environment, despite resource limitations, is commendable.

The lack of a library and computers underscores the school’s need for further resource development. While the school does have separate toilets for boys and girls, the absence of computer-aided learning and a library indicates areas ripe for improvement and future investment.

The school’s management structure as an unrecognised entity presents both challenges and opportunities. While this status may limit access to certain resources and support, it also offers the potential for innovative approaches to education and community engagement.

The school’s geographic coordinates (latitude: 23.40518860, longitude: 85.48524880) and pincode (835104) provide crucial details for location and communication. However, the absence of a listed phone number or email address currently restricts direct contact.

The school’s commitment to providing quality education within its limitations is evident. The focus on Hindi as the instruction medium caters to the local linguistic landscape. The presence of ramps demonstrates a commitment to inclusivity and accessibility for students with disabilities.

Further development could greatly benefit the school. The addition of a library, computers, and a computer-aided learning lab would significantly enhance the educational experience. Securing recognised status could unlock access to increased funding and resources.

The school’s success hinges on continued community support and potential partnerships with educational organisations. Investing in this institution promises a positive impact on the lives of children in the Berwari Gondli Pokhar community. Addressing the need for a library, computers, and improved facilities would elevate the school’s capacity to nurture future generations.