TIMJORE PRY. SCHOOL

TIMJORE PRY. SCHOOL was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in LATHIKATA block of SUNDERGARH district of Orissa. 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. Odia 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 4 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 Others boundary wall. The school has doesn’t 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 a library and has 100 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 but not Prepared in School Premises providing mid-day meal.

TIMJORE PRY. SCHOOL: A Rural Primary School in Odisha

TIMJORE PRY. SCHOOL, located in a rural area of Odisha, is a government-run primary school catering to students from Class 1 to Class 5. Established in 1957, this co-educational institution offers instruction in the Odia language and boasts a dedicated team of two male teachers, led by Head Teacher MAHENDRA SINGH.

The school is equipped with four classrooms, a library stocked with 100 books, and separate toilet facilities for boys and girls. While electricity and a playground are not available, the school does offer ramps for students with disabilities and provides meal services, albeit not prepared on-site.

TIMJORE PRY. SCHOOL prioritizes the academic development of its students, with a primary-only curriculum focused on fundamental learning. The school does not offer pre-primary classes and is not a residential institution. Notably, the school’s academic approach incorporates “Others” as its board of instruction for Class 10, suggesting a unique and possibly locally-focused curriculum.

Despite the absence of certain amenities, TIMJORE PRY. SCHOOL serves as a vital educational hub for the local community. The school’s dedication to providing a safe and accessible learning environment is evident in its facilities and the commitment of its staff.

With its focus on primary education and its rural setting, TIMJORE PRY. SCHOOL plays a critical role in empowering young learners in Odisha. The school’s dedication to quality education, coupled with its commitment to inclusion and accessibility, ensures that students receive a strong foundation for future success.

Key Features of TIMJORE PRY. SCHOOL:

• Location: Rural area of Odisha
• Type: Government-run
• Management: Department of Education
• Classes: From Class 1 to Class 5
• Academic Title: Primary only (1-5)
• Instruction Medium: Odia
• Total Teachers: 2
• Head Teacher: MAHENDRA SINGH
• Classrooms: 4
• Library: Yes
• Books in Library: 100
• Toilet Facilities: Separate for boys and girls
• Ramps for Disabled: Yes
• Meal Services: Provided but not prepared on-site

Highlights:

• Established in 1957, TIMJORE PRY. SCHOOL has a rich history of serving the local community.
• The school emphasizes a primary-only curriculum focused on foundational learning.
• The school’s commitment to inclusion is evident in its provision of ramps for disabled students.
• TIMJORE PRY. SCHOOL is an example of a dedicated and impactful institution working to improve the lives of young learners in Odisha.

Further Information:

The school’s unique academic approach, particularly the “Others” board for Class 10, raises questions about its specific curriculum and teaching methodology. Further investigation into this aspect would offer valuable insights into the educational landscape of this particular region.

The school’s lack of electricity and playground presents opportunities for improvement, highlighting potential areas for future development and resource allocation.