URDU N/P/S MUSLAM TOLA BATHNAHA

URDU N/P/S MUSLAM TOLA BATHNAHA was established in 2010 and it is managed by the Department of Education. It is located in Rural area. It is located in PIPRA block of SUPAUL 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 No Building building. It has got 0 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 150 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Urdu N/P/S Muslam Tola Bathnaha Primary School: A Detailed Overview

Urdu N/P/S Muslam Tola Bathnaha, a primary school located in the rural PIPRA block of SUPAUL district, Bihar, India, offers a valuable educational service to its community. Established in 2010, this co-educational institution is managed by the Department of Education and caters to students from Class 1 to Class 5. The school operates without a dedicated pre-primary section.

Instruction at the school is primarily conducted in Hindi. While the school lacks a formal building, its two boys’ toilets and two girls’ toilets are functional, ensuring basic sanitation facilities for students. The school’s educational resources include a library stocked with 150 books, though a playground is currently absent. The lack of a building is offset by a pucca but broken boundary wall providing a degree of protection.

The school’s commitment to education is further exemplified by its provision of mid-day meals, prepared on school premises, which supports the nutritional needs of the students. The school’s limited technological resources consist of two functional computers. Despite the absence of computer-aided learning facilities and electricity, the school maintains its focus on providing foundational education.

Water access is provided through hand pumps, ensuring a reliable source of drinking water for students and staff. The school’s infrastructure lacks ramps, highlighting a need for future improvements to enhance accessibility for students with disabilities. The school’s small but dedicated staff consists of three teachers; one male and two female, highlighting the school’s commitment to educating its students in spite of infrastructural limitations.

The school’s management is committed to providing a quality education, despite the challenges posed by the lack of a permanent building and electricity. The existing infrastructure, though basic, facilitates learning and offers essential sanitation and nutrition support for the students.

The school’s location in a rural area underscores the importance of its service to the local community. Its operational reliance on basic amenities highlights the need for further investment in infrastructure to enhance the overall learning experience for its students. The availability of a library, however limited, signifies a commitment to expanding students’ knowledge beyond the curriculum.

Addressing the school’s need for a permanent building, electricity, and a playground would significantly enhance the educational environment. Improvements in infrastructure would improve both the safety and learning potential for the students attending Urdu N/P/S Muslam Tola Bathnaha.

The dedication of the teaching staff, and the school’s commitment to providing meals and basic facilities, showcases its resilience and dedication to the local community. Further support and investment would allow the school to expand its capabilities and provide an even better learning environment for the children in its care.

The school’s reliance on hand pumps for drinking water demonstrates adaptability to resource constraints. This resourcefulness, coupled with the staff’s commitment, showcases the strength of the community and the school’s determination to provide a basic education in the face of challenges.

The school’s current status highlights both its successes and areas needing improvement. While the educational commitment of the staff and community is evident, enhancements to infrastructure and resources are necessary to support the students’ full potential. Future development plans should address these crucial needs.