HRIDYA BASANT MODEL ACADEMY

HRIDYA BASANT MODEL ACADEMY was established in 2002 and it is managed by the Unrecognised. It is located in Urban area. It is located in DEOGHAR block of DEOGHAR district of Jharkhand. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Rented building. It has got 8 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 270 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

HRIDYA BASANT MODEL ACADEMY: A Comprehensive Profile

HRIDYA BASANT MODEL ACADEMY, established in 2002, is an unrecognised co-educational primary and upper-primary school located in the urban area of DEOGHAR block, DEOGHAR district, Jharkhand. Operating from a rented building, the academy caters to students from Class 1 to Class 8, offering a comprehensive curriculum delivered in English. The school boasts a dedicated team of ten teachers, including three male and seven female educators, supplemented by two pre-primary teachers. A headmaster, Manoj Kumar Singh, leads the institution.

The academy’s infrastructure comprises eight well-maintained classrooms designed for effective instruction. Beyond the classrooms, the school provides two boys’ toilets and two girls’ toilets, ensuring hygienic facilities for its students. A functional library houses 270 books, fostering a love for reading among the students, and a spacious playground provides opportunities for physical activity and recreation.

The school’s commitment to quality education is evident in its facilities, including a computer-aided learning lab equipped with two computers, enhancing the learning experience through technology. The availability of electricity and a pucca boundary wall adds to the overall security and functionality of the campus. A well serves as the primary source of drinking water, ensuring access to clean and safe hydration for students and staff.

The academy’s emphasis on holistic development extends beyond academics. The presence of a pre-primary section underscores the school’s commitment to early childhood education. The school’s location and infrastructure make it accessible throughout the year. The academic session commences in April, adhering to the standard academic calendar. The absence of ramps for disabled children, however, presents an area for potential improvement in accessibility.

The school’s management remains unrecognised, which may present challenges in obtaining certain resources and recognition. However, the academy’s dedication to providing quality education, as evidenced by its resources and teacher-student ratio, makes it a valuable educational institution in the community.

The academy’s operational details, such as contact information and specific details regarding the provision of mid-day meals, are currently unavailable. This absence of detailed contact information hinders direct communication and potential collaborations.

Further information regarding the school’s registration status and its plans for future growth and development would provide a more comprehensive overview of its capabilities and aspirations.

The school’s commitment to providing quality education in a well-maintained facility demonstrates a strong foundation. However, pursuing official recognition could significantly enhance the school’s access to resources and opportunities.

Despite lacking official recognition, HRIDYA BASANT MODEL ACADEMY appears to be a dedicated educational institution, effectively serving the community with its existing infrastructure and resources. Efforts toward official recognition could further elevate the school’s standing and broaden its opportunities for growth and improvement.

In summary, HRIDYA BASANT MODEL ACADEMY represents a significant educational resource in the DEOGHAR region. While some areas require further development, the school’s existing strengths lay a solid foundation for future expansion and improved accessibility.