NEW DELHI PUBLIC SCHOOL

NEW DELHI PUBLIC SCHOOL was established in 2009 and it is managed by the Unrecognised. It is located in Rural area. It is located in BAGAHA-II (SIDHAW) block of PASHCHIM CHAMPARAN district of Bihar. 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 Private building. It has got 10 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 Under Construction boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 155 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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.

NEW DELHI PUBLIC SCHOOL: A Rural Primary School in Bihar

Nestled in the rural landscape of BAGAHA-II (SIDHAW) block, PASHCHIM CHAMPARAN district, Bihar, lies the NEW DELHI PUBLIC SCHOOL. Established in 2009, this private co-educational institution offers primary and upper primary education, catering to students from Class 1 to Class 8. The school’s commitment to education is evident in its various facilities and resources.

The school’s infrastructure comprises a private building with ten well-maintained classrooms designed for effective learning. A dedicated library houses an impressive collection of 155 books, fostering a love for reading among students. Furthermore, the presence of a playground provides a space for recreational activities, contributing to the holistic development of the children.

Technological advancements are also integrated into the school’s educational approach. The school boasts a computer-aided learning lab equipped with three functional computers, enhancing the learning experience through modern technology. The availability of electricity ensures uninterrupted access to these resources, facilitating a conducive learning environment.

Water access is ensured through functional hand pumps, providing a reliable source of clean drinking water for the students. The school also prioritizes safety and hygiene, featuring one functional boys’ toilet and one functional girls’ toilet.

The school’s commitment to education extends to its teaching staff. While the school currently operates with seven contract teachers, its dedication to providing quality education is undeniable. The school offers a pre-primary section with three dedicated pre-primary teachers. Instruction is conducted in English, ensuring a standard learning environment.

Interestingly, the school operates as a residential school, though the specific type of residential facility is not specified. The school’s management is currently categorized as “Unrecognized,” highlighting an area for potential improvement and growth.

The school’s location in a rural area underscores its importance in providing educational opportunities to children in underserved communities. The accessibility of the school via all-weather roads further supports its outreach. The school’s academic year commences in April, aligning with the regional academic calendar.

Despite being under construction, the school’s boundary wall is a testament to ongoing development efforts. The school’s lack of ramps for disabled children presents an area where future improvements could enhance inclusivity.

The absence of specified head teachers requires further clarification. However, the school’s existence and continued operation highlight the persistent demand for quality education in rural areas. The ongoing efforts to improve facilities and expand resources illustrate a dedication to providing a better future for the students.

In conclusion, the NEW DELHI PUBLIC SCHOOL stands as a symbol of dedication to education in a rural setting. While facing some infrastructural challenges and lacking formal recognition, its commitment to providing a holistic educational experience to its students remains steadfast. The school’s future development will be pivotal in its growth and success.