S S G SUPER-30

S S G SUPER-30 was established in 2003 and it is managed by the Unrecognised. It is located in Urban area. It is located in HILSA block of NALANDA district of Bihar. The school consists of Grades from 1 to 8. 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. English 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 11 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 But Broken 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 2 boys toilet and it is functional. and 2 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 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

S S G SUPER-30: A Detailed Profile of an Urban Primary School in Bihar

S S G SUPER-30, a co-educational primary school located in the urban area of Hilsa block, Nalanda district, Bihar, stands as a testament to the ongoing efforts to provide education in the region. Established in 2003, this unrecognised school offers classes from 1 to 8, providing a crucial foundation for young learners. The school operates from a rented building, equipped with 11 classrooms in good condition, ensuring sufficient space for teaching activities.

The school’s infrastructure, while functional, reveals areas needing improvement. The building’s pucca boundary wall is described as broken, indicating a need for maintenance. The absence of electricity presents a significant challenge, highlighting the need for reliable power supply to enhance learning conditions. The school’s reliance on hand pumps for drinking water, while functional, underscores the need for continued monitoring of water quality and availability. Adequate sanitation is ensured with functional boys and girls toilets, each with two units.

Instruction at S S G SUPER-30 is delivered in English, reflecting a focus on proficiency in the language. The school boasts a strong teaching staff, comprising 5 male and 6 female teachers, totaling 11 educators dedicated to the students’ academic growth. The school’s commitment to technological integration is evident in its possession of 2 functional computers, although a dedicated computer-aided learning lab is absent.

The school’s lack of a library and playground, however, points to potential areas for improvement and expansion. The absence of a playground limits opportunities for physical activity and recreation, crucial for holistic development. Similarly, the absence of a library and books restricts access to supplemental learning resources. The lack of ramps for disabled children underscores a need for inclusivity improvements, ensuring accessibility for all students.

Despite the challenges, S S G SUPER-30 serves a vital role in the community. Its strategic location and commitment to education showcase dedication to the academic progress of its students. The school’s operation within the confines of a rented building highlights the need for more permanent facilities.

The school’s management status as “Unrecognised” suggests a pathway to improvement and recognition through better infrastructure, resource allocation, and fulfilling regulatory requirements. This would enhance its overall capacity and attractiveness to students and families within the community.

The school’s location in an urban setting implies a relatively higher level of accessibility for students. The use of English as the medium of instruction underscores an emphasis on developing linguistic skills among students, equipping them for future educational pursuits.

S S G SUPER-30, despite its limitations, provides a fundamental education in a crucial region. Its continued operation and dedication to its students demonstrate the importance of educational access, even amidst infrastructural challenges. The potential for growth and improvement through addressing the issues highlighted provides an opportunity to elevate the school’s stature within the community.

The school’s 2003 establishment date signifies years of service to the community. Its continued operation shows resilience and a commitment to fostering educational growth despite the need for ongoing upgrades and resources. The school’s academic offerings, encompassing grades 1 to 8, lays a strong groundwork for students’ future education.

Efforts to improve the school’s infrastructure, particularly the provision of electricity and the repair of the boundary wall, would drastically improve the learning environment. Investments in a library, playground, and ramps for disabled access would enhance the school’s overall quality and inclusiveness. Addressing the “Unrecognised” management status would also provide access to greater resources and support.