P.MAK. PHENT

P.MAK. PHENT was established in 1997 and it is managed by the Department of Education. It is located in Rural area. It is located in BASOPATTI block of MADHUBANI 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. Urdu 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 Government building. It has got 3 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 No Boundary Wall boundary wall. The school has doesn’t 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 a library and has 300 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

P.MAK. PHENT Primary School: A Detailed Overview

P.MAK. PHENT, a government primary school located in the rural BASOPATTI block of MADHUBANI district, Bihar, India, offers a valuable educational service to its community. Established in 1997 under the Department of Education, this co-educational institution caters to students from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and available resources.

The school’s infrastructure comprises a government building housing three classrooms, all in good condition. While there’s no boundary wall, the school provides essential facilities including separate boys’ and girls’ toilets, and importantly, a library stocked with 300 books. The provision of hand pumps ensures access to clean drinking water for students and staff. A noteworthy aspect is the school’s commitment to providing mid-day meals, prepared and served on the premises, contributing to students’ overall well-being.

Instruction is conducted in Urdu, reflecting the linguistic needs of the local community. The school’s teaching staff consists of one male and one female teacher, dedicated to providing quality education. Although the school lacks a computer lab and computers for educational purposes, the presence of a functional library highlights a commitment to literacy and learning. The absence of a playground may represent an area for future development.

The school’s operational details are significant. While the school boasts electricity, it is currently non-functional, a challenge that may impact certain aspects of daily operations. The lack of a boundary wall presents a potential security consideration. The school’s operational hours and specific academic calendar information are not provided in the available data.

The absence of a pre-primary section limits the scope of early childhood education services. Similarly, the lack of ramps for disabled children highlights an area that could benefit from future improvement to ensure inclusivity. The school’s operational hours and academic calendar information are unavailable. Further, the school does not offer classes beyond the 5th standard.

The school’s management emphasizes the importance of education in the local community. The provision of mid-day meals demonstrates a commitment to student well-being beyond academics. The school’s location in a rural area emphasizes its crucial role in providing access to education in a potentially underserved community.

P.MAK. PHENT primary school actively serves the community by offering basic education. Despite facing certain infrastructural challenges, its commitment to providing a conducive learning environment remains prominent. The school’s reliance on a small team of teachers underscores the significant individual contributions made to student success.

Further development and improvements in infrastructure and resources would undoubtedly enhance the school’s capabilities, particularly in providing more advanced learning opportunities for students. Addressing the lack of a boundary wall, improving the electricity supply, and potentially creating a playground would significantly improve the school environment.

The school’s success is intrinsically linked to continued support from local authorities and the wider community. The availability of adequate resources and consistent maintenance are crucial for ensuring the long-term viability and effectiveness of the school. Collaborative efforts are essential to further enhance the educational experience for the children attending P.MAK. PHENT.

In conclusion, P.MAK. PHENT primary school plays a vital role in the education of the local community. By addressing current infrastructural limitations and continuing to provide a supportive learning atmosphere, the school can further strengthen its position as a valuable asset to the community it serves. The school’s dedication to providing a basic education despite resource limitations is noteworthy.