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PENCHASIMUL P.S CHHATNA
Schools world Rating: 0.3/5
Area : | JHUNJKA/IV, CHHATNA |
District : | BANKURA |
State : | WEST BENGAL |
Pincode : | 722137 |
Established in Year : | 1955 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Bengali
, Others
, Others
| Total no of students: | 53 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 0 |
No of black boards: | 4 |
Library: | Yes
, No of books: 343
|
No of computers: | 0 |
Student Teacher Ratio: | 18 |
Student Classroom Ratio: | 27 |
Pass Percentage: | 90 |
Percentage of students who scored first class: | 33.33 |
Description:
The school PENCHASIMUL P.S is located in the area JHUNJKA/IV of CHHATNA. PENCHASIMUL P.S is in the BANKURA district of WEST BENGAL state. pincode is 722137. PENCHASIMUL P.S CHHATNA was establised in the year 1955. The management of PENCHASIMUL P.S is Dept. of Education. PENCHASIMUL P.S is a Primary only school. The coeducation status of PENCHASIMUL P.S is Co-Educational. The residential status of PENCHASIMUL P.S is No. and the residential type of PENCHASIMUL P.S is Not Applicable. The total number of students in PENCHASIMUL P.S CHHATNA is 53. The total number of teachers in PENCHASIMUL P.S CHHATNA is 2. The total number of non teaching staff in PENCHASIMUL P.S is 0. The medium of instruction in PENCHASIMUL P.S is Bengali. The total number of class rooms in PENCHASIMUL P.S is 2. The total number of other rooms in PENCHASIMUL P.S is 0. The total number of black boards in PENCHASIMUL P.S is 4. The total number of books in the library of PENCHASIMUL P.S is 343. The total number of computers in PENCHASIMUL P.S CHHATNA is 0. The student teacher ratio of PENCHASIMUL P.S CHHATNA is 18.00000. The student classroom ratio of PENCHASIMUL P.S is 27.00000. The pass percentage of PENCHASIMUL P.S is 90.00000. The percentage of students who scored first class in PENCHASIMUL P.S is 33.33000.
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