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MS SARAI SENGAR MAUGANJ
Schools world Rating: 0.3/5
Area : | SARAI SENGAR, MAUGANJ |
District : | REWA |
State : | MADHYA PRADESH |
Pincode : | 486338 |
Established in Year : | 2000 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
, Hindi
, Hindi
| Total no of students: | 191 |
|
School Category : | Upper P. only |
Residential: | No
, Not Applicable |
No of Teachers: | 3 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 2 |
No of black boards: | 5 |
Library: | Yes
, No of books: 70
|
No of computers: | 0 |
Student Teacher Ratio: | 64 |
Student Classroom Ratio: | 64 |
Pass Percentage: | 93 |
Percentage of students who scored first class: | 14.29 |
Description:
The school MS SARAI SENGAR is located in the area SARAI SENGAR of MAUGANJ. MS SARAI SENGAR is in the REWA district of MADHYA PRADESH state. pincode is 486338. MS SARAI SENGAR MAUGANJ was establised in the year 2000. The management of MS SARAI SENGAR is Dept. of Education. MS SARAI SENGAR is a Upper P. only school. The coeducation status of MS SARAI SENGAR is Co-Educational. The residential status of MS SARAI SENGAR is No. and the residential type of MS SARAI SENGAR is Not Applicable. The total number of students in MS SARAI SENGAR MAUGANJ is 191. The total number of teachers in MS SARAI SENGAR MAUGANJ is 3. The total number of non teaching staff in MS SARAI SENGAR is 0. The medium of instruction in MS SARAI SENGAR is Hindi. The total number of class rooms in MS SARAI SENGAR is 3. The total number of other rooms in MS SARAI SENGAR is 2. The total number of black boards in MS SARAI SENGAR is 5. The total number of books in the library of MS SARAI SENGAR is 70. The total number of computers in MS SARAI SENGAR MAUGANJ is 0. The student teacher ratio of MS SARAI SENGAR MAUGANJ is 64.00000. The student classroom ratio of MS SARAI SENGAR is 64.00000. The pass percentage of MS SARAI SENGAR is 93.00000. The percentage of students who scored first class in MS SARAI SENGAR is 14.29000.
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