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P.S. PADARI NAYA TOLA SIDHI
Schools world Rating: 0.1/5
Area : | PADARI, SIDHI |
District : | SIDHI |
State : | MADHYA PRADESH |
Pincode : | 488661 |
Established in Year : | 1997 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 62 |
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School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 1 |
No of non teaching staff: | 0 |
No of class rooms: | 3 |
No of non-class rooms: | 1 |
No of black boards: | 4 |
Library: | No
, No of books: 25
|
No of computers: | 0 |
Student Teacher Ratio: | 62 |
Student Classroom Ratio: | 21 |
Description:
The school P.S. PADARI NAYA TOLA is located in the area PADARI of SIDHI. P.S. PADARI NAYA TOLA is in the SIDHI district of MADHYA PRADESH state. pincode is 488661. P.S. PADARI NAYA TOLA SIDHI was establised in the year 1997. The management of P.S. PADARI NAYA TOLA is Dept. of Education. P.S. PADARI NAYA TOLA is a Primary only school. The coeducation status of P.S. PADARI NAYA TOLA is Co-Educational. The residential status of P.S. PADARI NAYA TOLA is No. and the residential type of P.S. PADARI NAYA TOLA is Not Applicable. The total number of students in P.S. PADARI NAYA TOLA SIDHI is 62. The total number of teachers in P.S. PADARI NAYA TOLA SIDHI is 1. The total number of non teaching staff in P.S. PADARI NAYA TOLA is 0. The medium of instruction in P.S. PADARI NAYA TOLA is Hindi. The total number of class rooms in P.S. PADARI NAYA TOLA is 3. The total number of other rooms in P.S. PADARI NAYA TOLA is 1. The total number of black boards in P.S. PADARI NAYA TOLA is 4. The total number of books in the library of P.S. PADARI NAYA TOLA is 25. The total number of computers in P.S. PADARI NAYA TOLA SIDHI is 0. The student teacher ratio of P.S. PADARI NAYA TOLA SIDHI is 62.00000. The student classroom ratio of P.S. PADARI NAYA TOLA is 21.00000. The pass percentage of P.S. PADARI NAYA TOLA is 0.00000. The percentage of students who scored first class in P.S. PADARI NAYA TOLA is 0.00000.
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