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PS SIHAUL BOYS SATTAR KATTAIYA
Schools world Rating: 0.9/5
Area : | SIHAUL, SATTAR KATTAIYA |
District : | SAHARSA |
State : | BIHAR |
Pincode : | 852124 |
Established in Year : | 1954 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 146 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 7 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 0 |
No of black boards: | 3 |
Library: | No
, No of books: 55
|
No of computers: | 0 |
Student Teacher Ratio: | 21 |
Student Classroom Ratio: | 73 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school PS SIHAUL BOYS is located in the area SIHAUL of SATTAR KATTAIYA. PS SIHAUL BOYS is in the SAHARSA district of BIHAR state. pincode is 852124. PS SIHAUL BOYS SATTAR KATTAIYA was establised in the year 1954. The management of PS SIHAUL BOYS is Dept. of Education. PS SIHAUL BOYS is a Primary only school. The coeducation status of PS SIHAUL BOYS is Co-Educational. The residential status of PS SIHAUL BOYS is No. and the residential type of PS SIHAUL BOYS is Not Applicable. The total number of students in PS SIHAUL BOYS SATTAR KATTAIYA is 146. The total number of teachers in PS SIHAUL BOYS SATTAR KATTAIYA is 7. The total number of non teaching staff in PS SIHAUL BOYS is 0. The medium of instruction in PS SIHAUL BOYS is Hindi. The total number of class rooms in PS SIHAUL BOYS is 2. The total number of other rooms in PS SIHAUL BOYS is 0. The total number of black boards in PS SIHAUL BOYS is 3. The total number of books in the library of PS SIHAUL BOYS is 55. The total number of computers in PS SIHAUL BOYS SATTAR KATTAIYA is 0. The student teacher ratio of PS SIHAUL BOYS SATTAR KATTAIYA is 21.00000. The student classroom ratio of PS SIHAUL BOYS is 73.00000. The pass percentage of PS SIHAUL BOYS is 100.00000. The percentage of students who scored first class in PS SIHAUL BOYS is 100.00000.
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