U.M.S.NAGVANSHI TOLA

U.M.S.NAGVANSHI TOLA was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in LAKARI NABIGANJ block of SIWAN 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. 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 5 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 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 184 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.

U.M.S.NAGVANSHI TOLA: A Rural Primary School in Bihar, India

U.M.S.NAGVANSHI TOLA, a government primary school located in the rural area of Lakari Nabiganj block, Siwan district, Bihar, India, offers a valuable educational service to its community. Established in 1960 and managed by the Department of Education, the school serves students from Class 1 to Class 8, providing a comprehensive primary and upper primary education.

Educational Approach and Facilities:

The school’s instruction medium is Hindi, catering to the local linguistic needs of the students. A total of six teachers, including one male and five female educators, dedicate themselves to providing quality education. The school building, a government facility, comprises five well-maintained classrooms suitable for learning. Furthermore, the school boasts a library containing 184 books, a valuable resource to supplement classroom learning. While the school lacks a playground and computer-aided learning facilities, the presence of a library and functional hand pumps for drinking water indicate a commitment to providing essential resources. The school also features separate functional toilet facilities for boys and girls, ensuring a safe and hygienic environment. Crucially, ramps are available for disabled children, emphasizing accessibility and inclusivity within the school. The school provides mid-day meals, prepared and served on the school premises, addressing the nutritional needs of its students.

Infrastructure and Accessibility:

U.M.S.NAGVANSHI TOLA operates within a government-provided building, equipped with five classrooms. The school’s location ensures accessibility via an all-weather road, enabling convenient commuting for students and staff. Notably, the school’s infrastructure is partially developed; it lacks a boundary wall and an electrical connection.

School Administration and Management:

The school’s administration adheres to a co-educational model, welcoming both boys and girls. While it lacks a pre-primary section, it fulfills its role as a primary and upper primary school effectively. The school operates independently and does not function as a shift school, ensuring focused attention to the students’ learning needs. The school operates on an academic calendar that begins in April.

Community Impact and Future Development:

U.M.S.NAGVANSHI TOLA plays a crucial role in providing education to children in the rural community. The school’s commitment to providing a safe, inclusive, and resourceful learning environment is reflected in its facilities, such as separate toilets and ramps for accessibility. Future improvements, such as the addition of a boundary wall, electricity connection, and computer-aided learning facilities, would further enhance the educational experience provided by U.M.S.NAGVANSHI TOLA.

Conclusion:

U.M.S.NAGVANSHI TOLA stands as a testament to the dedication of educators in providing quality education in a rural setting. Despite infrastructural limitations, the school prioritizes the fundamental aspects of education, offering a supportive learning environment and essential resources to its students. Ongoing efforts to improve its facilities will undoubtedly contribute to the school’s continued success in empowering the community.