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GPS NAGLA NANKU SHAHZADPUR
Schools world Rating: 0.3/5
Area : | NAGLA NANKU, SHAHZADPUR |
District : | AMBALA |
State : | HARYANA |
Pincode : | 134202 |
Established in Year : | 1955 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 126 |
|
School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 4 |
No of non teaching staff: | 0 |
No of class rooms: | 4 |
No of non-class rooms: | 0 |
No of black boards: | 14 |
Library: | Yes
, No of books: 480
|
No of computers: | 0 |
Student Teacher Ratio: | 32 |
Student Classroom Ratio: | 32 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 16.67 |
Description:
The school GPS NAGLA NANKU is located in the area NAGLA NANKU of SHAHZADPUR. GPS NAGLA NANKU is in the AMBALA district of HARYANA state. pincode is 134202. GPS NAGLA NANKU SHAHZADPUR was establised in the year 1955. The management of GPS NAGLA NANKU is Dept. of Education. GPS NAGLA NANKU is a Primary only school. The coeducation status of GPS NAGLA NANKU is Co-Educational. The residential status of GPS NAGLA NANKU is No. and the residential type of GPS NAGLA NANKU is Not Applicable. The total number of students in GPS NAGLA NANKU SHAHZADPUR is 126. The total number of teachers in GPS NAGLA NANKU SHAHZADPUR is 4. The total number of non teaching staff in GPS NAGLA NANKU is 0. The medium of instruction in GPS NAGLA NANKU is Hindi. The total number of class rooms in GPS NAGLA NANKU is 4. The total number of other rooms in GPS NAGLA NANKU is 0. The total number of black boards in GPS NAGLA NANKU is 14. The total number of books in the library of GPS NAGLA NANKU is 480. The total number of computers in GPS NAGLA NANKU SHAHZADPUR is 0. The student teacher ratio of GPS NAGLA NANKU SHAHZADPUR is 32.00000. The student classroom ratio of GPS NAGLA NANKU is 32.00000. The pass percentage of GPS NAGLA NANKU is 100.00000. The percentage of students who scored first class in GPS NAGLA NANKU is 16.67000.
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