M.S NARRI

M.S NARRI: A Comprehensive Overview of a Bihar Primary School

M.S NARRI, a government-run primary school in Bihar, India, stands as a testament to the nation's commitment to rural education. Established in 1955 and managed by the Department of Education, this co-educational institution caters to students from Class 1 to Class 8, offering a crucial foundation in learning. Its location in the rural expanse of PRATAPGANJ block in SUPAUL district underscores its vital role in bridging the educational gap in underserved communities.

The school's infrastructure comprises a sturdy pucca building, housing 10 well-maintained classrooms designed for effective instruction. While lacking an attached pre-primary section, the school effectively utilizes its space for teaching purposes. A noteworthy feature is the school's playground, providing essential space for physical activity and recreation for the students. The provision of hand pumps ensures access to clean drinking water, a fundamental need for a healthy learning environment.

M.S NARRI operates with a dedicated teaching staff consisting of 5 male and 4 female teachers, totaling 9 educators who provide comprehensive instruction. Hindi serves as the primary language of instruction. The school diligently prepares and provides mid-day meals on its premises, addressing the nutritional needs of its students and ensuring their well-being. Furthermore, the school's commitment to accessibility is demonstrated by the provision of ramps for disabled children, fostering inclusivity in its educational approach.

The school's academic offerings adhere to the Others board for both Class 10 and Class 10+2, reflecting a curriculum tailored to regional needs and standards. The school follows an academic calendar commencing in April, aligning with the regional educational schedule. The absence of a library is a notable aspect, suggesting potential areas for future development and resource enhancement.

The school's operational characteristics highlight both its strengths and areas for potential improvement. The lack of electricity and computer-aided learning facilities presents challenges that could be addressed through future initiatives to enhance the learning experience. Similarly, the absence of computers limits access to technology-integrated education, which is increasingly important in modern learning environments.

The school's infrastructure, including the well-maintained classrooms, pucca boundary wall, and functional toilets, underlines its efforts to provide a safe and functional learning environment. The availability of two boys' toilets and one girls' toilet addresses a crucial aspect of hygiene and sanitation.

The provision of mid-day meals, prepared within the school premises, ensures that students receive adequate nourishment and are well-equipped to learn. This critical aspect of the school's operations speaks to its commitment to students' holistic well-being.

M.S NARRI's establishment in 1955 highlights its longstanding contribution to the community's educational development. Its enduring legacy underscores the importance of consistent commitment to delivering quality education in rural settings.

The school's commitment to providing accessible education, including ramps for disabled children, demonstrates inclusivity and a commitment to supporting all learners. This element of the school's approach to education showcases a thoughtful consideration for the diverse needs of its students.

In conclusion, M.S NARRI exemplifies a vital educational institution within the rural landscape of Bihar. Its dedicated teaching staff, functional infrastructure, and commitment to providing mid-day meals contribute to its success in educating the next generation. While areas for potential improvement, particularly regarding technological resources and library facilities, exist, the school’s commitment to providing quality primary and upper primary education remains a cornerstone of its mission.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.