NEW MASTER MIND PUBLIC SCHOOL PARIHAR

NEW MASTER MIND PUBLIC SCHOOL PARIHAR was established in 2008 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PARIHAR block of SITAMARHI district of Bihar. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi 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 But Broken 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 no playground. The school has no library and has 0 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 not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

New Master Mind Public School Parihar: A Comprehensive Overview

New Master Mind Public School Parihar, established in 2008, is a privately managed, co-educational primary school located in the rural area of Parihar block, Sitamarhi district, Bihar. Operating under the Pvt. Unaided management model, the school provides education from Class 1 to Class 5, with Hindi as the primary language of instruction. Its academic session commences in April, offering a structured learning environment for young students.

The school’s infrastructure includes a rented building comprising eight well-maintained classrooms, designed to facilitate effective teaching and learning. While the school lacks a dedicated playground and library, it does possess essential facilities such as functional boys’ and girls’ toilets, and access to drinking water via hand pumps. The school building itself is characterized by a pucca but broken boundary wall.

The school’s technological resources consist of two functional computers, although computer-aided learning is not currently implemented. The school’s commitment to accessibility is demonstrated by the absence of the need for ramps for disabled students to access classrooms. The school does not provide midday meals.

The school’s staffing includes ten contract teachers. Importantly, the school is not a residential facility. Its location is accessible year-round via road, ensuring convenient access for students and staff. The absence of a pre-primary section and the lack of a library and playground are noteworthy aspects of the school’s current provision.

The school’s electricity supply is reliable, contributing to a conducive learning environment. The absence of head teachers or teachers, as indicated in the available data, may require further investigation.

The school’s operational aspects are noteworthy; the absence of any reported teachers, head teachers, male or female teachers, necessitates a closer look at its staffing situation and operational capacity. This requires further clarification and investigation.

Despite the absence of certain amenities, the school fulfills its core function of providing primary education within its community, focusing on delivering a basic education to the students in its care.

The school’s focus on providing primary education is its core strength. Future development could include the addition of a library and playground, improvements to the boundary wall, and the integration of computer-aided learning to enrich the learning experience.

Further investigation into the teacher vacancy and the establishment of a more formal teacher structure would benefit the school greatly. A larger investment in resources could also significantly enhance the students’ learning opportunities.

The New Master Mind Public School Parihar, while showing room for growth and improvement, provides a crucial educational service within its community. A structured plan to improve infrastructure, add resources, and bolster its teaching staff would substantially elevate the quality of education offered.