SURAIYA RAHI NPS ANDHASUR (DAKSHIN TOLA)

SURAIYA RAHI NPS ANDHASUR (DAKSHIN TOLA) was established in 2013 and it is managed by the Department of Education. It is located in Rural area. It is located in KOCHADHAMAN block of KISHANGANJ 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 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 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 Applicable providing mid-day meal.

Suraiya Rahi NPS Andhasur (Dakshin Tola): A Detailed Profile of a Bihar Primary School

Suraiya Rahi NPS Andhasur (Dakshin Tola) is a government-run primary school located in the rural expanse of Kochadhaman block, Kishanganj district, Bihar. Established in 2013 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5, providing foundational education to the community. The school’s instruction medium is Hindi, reflecting the local linguistic landscape. Accessible via an all-weather road, the school commences its academic session in April, aligning with the regional calendar.

The school infrastructure comprises a government-provided building, housing three classrooms in good condition. These classrooms serve as the primary learning spaces for the students. While additional rooms exist for non-teaching purposes, the school currently lacks a dedicated playground and library. The absence of a library is notable, given the importance of reading materials in fostering a love of learning.

Accessibility features for students with disabilities include ramps, ensuring inclusivity within the school environment. However, the school currently lacks computer-aided learning facilities and computers, indicating a reliance on traditional teaching methods. The school also lacks a boundary wall, presenting a potential security concern. The school’s electricity supply is functional, providing a basic level of infrastructural support.

The school’s staffing includes one male teacher, reflecting a need for additional teaching personnel to optimally cater to the students’ needs. The lack of female teachers is a noteworthy point, highlighting a potential area for improvement in gender representation within the teaching staff.

Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet, indicating an adequate, if basic, provision for hygiene. However, the absence of a consistent source of drinking water is a concern, potentially impacting the health and well-being of the students.

The school’s management falls under the Department of Education, suggesting a formal structure for governance and oversight. The school’s rural location underscores its crucial role in delivering primary education to a community that may have limited access to alternative educational opportunities.

The absence of a pre-primary section and a computer lab suggests areas for potential future development. Adding these facilities could further enhance the school’s capacity to provide a holistic and comprehensive educational experience. The lack of a boundary wall represents another area that could benefit from improvement, enhancing the safety and security of the school grounds.

In conclusion, Suraiya Rahi NPS Andhasur (Dakshin Tola) provides essential primary education to the rural community it serves. While it possesses some basic infrastructure and facilities, there are areas for growth and improvement. Addressing the lack of a library, additional teachers, consistent drinking water, and a boundary wall would significantly enhance the school’s overall functionality and the quality of education it provides.

The school’s relatively recent establishment in 2013 suggests ongoing development is likely. Future investments in infrastructure and resources could transform it into a more comprehensive learning center, equipping students with the skills and knowledge necessary to thrive. Continuous monitoring and support from the Department of Education are crucial for the school’s continued success in serving the local community.