SARTHE RONGPI L.P

SARTHE RONGPI L.P was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in SAMELANGSO block of KARBI ANGLONG district of Assam. The school consists of Grades from 1 to 5. 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. 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 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 No Boundary Wall 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 30 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.

Sarthe Rongpi Lower Primary School: A Comprehensive Profile

Sarthe Rongpi Lower Primary School (L.P.), identified by code 18190914904, is a government-run institution located in the rural area of Samelangso block, Karbi Anglong district, Assam. Established in 2004 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, with a pre-primary section also available. The school’s instruction medium is English, contributing to a diverse and enriching learning environment.

The school’s infrastructure comprises a government building with three classrooms, all in good condition. It also features additional rooms for non-teaching activities and a dedicated space for the head teacher. While a boundary wall is absent, the school boasts reliable electricity and a functional playground, fostering a safe and engaging learning atmosphere. The school also has a library housing 30 books, promoting a love for reading among its pupils.

Accessibility is ensured with ramps provided for disabled children, demonstrating the school’s commitment to inclusivity. The school’s facilities further extend to separate, functional boys’ and girls’ toilets, each with one unit. The provision of mid-day meals, prepared and provided on-site, addresses students’ nutritional needs.

The school’s management is entrusted to the Department of Education, ensuring adherence to educational standards and policies. The teaching staff consists of two male teachers, along with one head teacher, Joysing Kro. The school follows the State Board curriculum for classes 10 and 10+2, ensuring a structured academic approach aligned with state-level education policies.

Despite its notable features, the school currently lacks a computer-aided learning lab and computers for teaching purposes, a facet that could be enhanced to improve the educational experience. The absence of a boundary wall is another area that may require attention in terms of security and overall school infrastructure development.

The school’s location in a rural setting presents both challenges and opportunities. While access to resources might be comparatively limited, the close-knit community can potentially offer unique advantages in terms of parental engagement and community support.

Sarthe Rongpi L.P. school is a testament to the commitment to providing primary education in a rural setting. Its strengths, including dedicated teachers, a supportive environment, and mid-day meal provisions, are key factors in fostering a positive learning experience for its students.

The provision of ramps for disabled children reflects an understanding of inclusivity and a commitment to making education accessible to all. This highlights a proactive approach to catering to the diverse needs of the student population.

Future development may involve the integration of technology through the addition of computers and a computer-aided learning lab, thereby enhancing the quality of education provided. Addressing the lack of a boundary wall could also further improve safety and security for the school community.

The school’s role in the community extends beyond academics, nurturing a holistic development environment for its students. The positive aspects of the school’s functioning provide a strong foundation upon which future improvements can build, ensuring a brighter future for the students of Sarthe Rongpi.