SANS. P. S. KORAN SARAY

SANS. P. S. KORAN SARAY was established in 1959 and it is managed by the Department of Education. It is located in Rural area. It is located in DUMRAON block of BUXAR 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 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 doesn’t 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 2 girls toilet and it is functional. The school has no playground. The school has a library and has 250 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.

SANS. P. S. KORAN SARAY: A Rural Primary School in Bihar, India

SANS. P. S. KORAN SARAY, a government-run primary school, serves the rural community of DUMRAON block in BUXAR district, Bihar, India. Established in 1959, this co-educational institution provides education for students from Class 1 to Class 5, offering a foundational education within the local community. The school’s management falls under the Department of Education, ensuring adherence to national educational standards and curriculum.

The school building, constructed of pucca (permanent) material, boasts six well-maintained classrooms dedicated to instruction. These are supplemented by additional rooms for non-teaching activities and a separate office for the head teacher. Despite its rural location, the school prioritizes accessibility with ramps available for students with disabilities.

While lacking electricity, the school ensures students have access to clean drinking water through functional hand pumps. Sanitation facilities include one boys’ toilet and two girls’ toilets, fulfilling basic hygiene requirements for the student body. The school’s library, a valuable resource, houses a collection of 250 books, fostering a love of reading amongst students.

The school’s teaching staff comprises a dedicated team of seven teachers: two male and five female educators. This team works diligently to provide quality instruction, with Hindi serving as the primary language of instruction. The head teacher, KUSUMAKAR MISHRA, leads the school’s operations and ensures the smooth functioning of its academic programs.

The school’s commitment to student well-being extends to nutrition with a mid-day meal program that prepares and provides meals on the school premises. This helps combat hunger and ensures students are well-nourished, enabling better concentration and participation in class. The school’s academic focus is strictly primary education (Classes 1-5), with no pre-primary section or higher secondary classes.

The school’s location in a rural area presents both challenges and opportunities. Access to technology remains limited; there are no computers or computer-aided learning facilities currently available. Despite this limitation, the school strives to provide a solid foundation in literacy and numeracy. The school’s curriculum aligns with the educational objectives of the state, ensuring that students receive a standardized education.

The school’s infrastructure, while functional, highlights the need for further development. Although the school has a pucca boundary wall and a functional library, the lack of a playground indicates potential areas for future improvement. The provision of electricity and the integration of technology could further enhance the learning experience for students.

SANS. P. S. KORAN SARAY stands as a testament to the efforts to provide basic education in rural India. The dedicated teaching staff, along with the available resources, lays the groundwork for future learning and development for the students. The school’s focus on providing a safe, supportive, and nurturing environment contributes significantly to the community’s overall educational landscape.

The absence of certain amenities, like electricity and a playground, presents opportunities for improvement and highlights the ongoing need for investment in rural education infrastructure. Despite these limitations, the school actively contributes to the educational advancement of its students within the given resources. Continuous evaluation and strategic planning could significantly improve the quality of education provided at SANS. P. S. KORAN SARAY.

The school’s location, its dedicated teachers, and the provision of basic facilities such as toilets and a library demonstrate a firm commitment to providing primary education within a rural setting. The school’s unique blend of challenges and successes creates an environment for growth and further development in education. Continuous improvement through community support and government initiatives can help bridge the gap between what’s currently available and an optimal learning environment.