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P.S. GELHA PARA PREMNAGAR
Schools world Rating: 0.5/5
Area : | NAVAPARAKALA, PREMNAGAR |
District : | SURGUJA |
State : | CHHATTISGARH |
Pincode : | 497333 |
Established in Year : | 1997 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 78 |
|
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: | 3 |
Library: | No
, No of books: 230
|
No of computers: | 0 |
Student Teacher Ratio: | 39 |
Student Classroom Ratio: | 39 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 62.5 |
Description:
The school P.S. GELHA PARA is located in the area NAVAPARAKALA of PREMNAGAR. P.S. GELHA PARA is in the SURGUJA district of CHHATTISGARH state. pincode is 497333. P.S. GELHA PARA PREMNAGAR was establised in the year 1997. The management of P.S. GELHA PARA is Dept. of Education. P.S. GELHA PARA is a Primary only school. The coeducation status of P.S. GELHA PARA is Co-Educational. The residential status of P.S. GELHA PARA is No. and the residential type of P.S. GELHA PARA is Not Applicable. The total number of students in P.S. GELHA PARA PREMNAGAR is 78. The total number of teachers in P.S. GELHA PARA PREMNAGAR is 2. The total number of non teaching staff in P.S. GELHA PARA is 0. The medium of instruction in P.S. GELHA PARA is Hindi. The total number of class rooms in P.S. GELHA PARA is 2. The total number of other rooms in P.S. GELHA PARA is 0. The total number of black boards in P.S. GELHA PARA is 3. The total number of books in the library of P.S. GELHA PARA is 230. The total number of computers in P.S. GELHA PARA PREMNAGAR is 0. The student teacher ratio of P.S. GELHA PARA PREMNAGAR is 39.00000. The student classroom ratio of P.S. GELHA PARA is 39.00000. The pass percentage of P.S. GELHA PARA is 100.00000. The percentage of students who scored first class in P.S. GELHA PARA is 62.50000.
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