UPGRADED M.S CHEHARIYA

UPGRADED M.S CHEHARIYA was established in 1971 and it is managed by the Department of Education. It is located in Rural area. It is located in DURGAWATI block of KAIMUR (BHABUA) 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 8 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 But Broken 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 135 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.

Upgraded Middle School Chehariya: A Comprehensive Overview

Upgraded Middle School Chehariya, a government-run institution established in 1971, serves the rural community of Durgawati block in Kaimur (Bhabua) district, Bihar. This co-educational school offers primary and upper primary education, encompassing classes 1 through 8, with Hindi as the primary language of instruction. The school’s rich history and commitment to education are evident in its dedicated teaching staff and available resources.

The school building, though constructed of pucca material, requires maintenance due to some broken sections of the wall. Despite lacking electricity, the school provides a functional hand pump for clean drinking water, ensuring the students’ basic needs are met. The school’s infrastructure includes eight classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s head teacher. A library stocked with 135 books provides students with access to learning resources beyond the classroom.

The school’s commitment to its students’ well-being is further demonstrated by the provision of separate, functional boys’ and girls’ toilets. Ramps are available for students with disabilities, promoting inclusivity and accessibility within the school environment. The school also participates in the mid-day meal program, providing nutritious meals prepared on the school premises, supporting students’ academic performance and overall health.

The dedicated teaching staff consists of four male teachers and five female teachers, totaling nine educators committed to providing quality education. The school’s academic curriculum adheres to the “Others” board for class 10 and class 10+2. This flexible approach allows for adaptation to the specific educational needs of the community.

While the school lacks a playground and computer-aided learning facilities, the presence of a library and the readily available drinking water demonstrate the school’s efforts to create a functional and supportive learning environment. The lack of a functional computer lab and playground present areas for potential improvement and future development. The school management recognizes these areas and is continually striving to enhance the educational experience.

Despite the absence of computers and a computer lab, the school’s focus remains on providing a solid foundation in basic education. The dedicated staff ensures that students receive quality instruction within the available resources. The school’s management, under the Department of Education, plays a vital role in overseeing operations and resource allocation.

The school’s location in a rural area presents both challenges and opportunities. While accessibility might be a concern, the school’s commitment to providing education to the community showcases its significant contribution to the region’s development.

Further development plans for the school could include the implementation of a functional computer-aided learning lab, providing students with access to modern technology and expanding their learning opportunities. Developing a playground would provide students with a dedicated space for physical activity and recreation, contributing to their overall well-being.

Upgraded Middle School Chehariya, despite its challenges, stands as a testament to the dedication of its staff and the importance of education in rural communities. With consistent support and further development, the school has the potential to enhance its services even further, shaping the future of its students.

The school’s future progress hinges on continued support from the Department of Education and local community stakeholders. By addressing the identified areas for improvement, such as the provision of electricity and the development of a playground and computer lab, the school can offer an even more enriching and comprehensive educational experience for its students.