ST PITER PUBLIC SCHOOL MARAFARI

ST PITER PUBLIC SCHOOL MARAFARI was established in 1998 and it is managed by the Unrecognised. It is located in Urban area. It is located in CHAS block of BOKARO district of Jharkhand. The school consists of Grades from 1 to 7. 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 Pucca But Broken boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

ST. PITER PUBLIC SCHOOL MARAFARI: A Detailed Overview

ST. PITER PUBLIC SCHOOL MARAFARI, established in 1998, is a private, co-educational primary and upper primary school (classes 1-8) located in the urban area of Chas block, Bokaro district, Jharkhand. Operating from a private building with ten classrooms, the school offers education in English. While the school’s management is currently unrecognized, it strives to provide quality education to its students.

The school boasts a dedicated teaching staff, comprising one male teacher, three female teachers, and two pre-primary teachers, totaling four educators. The head teacher, Deepak Kumar, oversees the school’s operations. A notable feature is the presence of a pre-primary section, catering to younger learners.

The school’s infrastructure includes a pucca but broken boundary wall, ensuring some level of security. A reliable tap water source provides clean drinking water for students and staff. Separate functional toilets are available for boys and girls, maintaining hygiene standards within the school environment.

While the school lacks a playground and library, its focus remains on providing a conducive learning atmosphere within its existing infrastructure. Ramps for disabled children are available, emphasizing inclusivity. The school currently does not provide midday meals, a factor that parents should consider.

The school’s electricity connection ensures a consistent power supply for educational activities. The absence of computer-aided learning and computers highlights areas for potential improvement and future development within the school. The school’s accessibility is further enhanced by its location on an all-weather road, ensuring seamless commutes for both students and teachers.

ST. PITER PUBLIC SCHOOL MARAFARI’s academic year commences in April, aligning with the general academic calendar. The school’s commitment to education is evident despite its limitations, and it strives to offer a basic educational foundation for students in the community.

The school’s urban setting offers both advantages and disadvantages. Proximity to urban amenities can be beneficial, but it might also present challenges related to overcrowding and resource competition. The lack of a computer lab and library reveals areas where improvements could enhance the learning experience.

The school’s management is actively working towards recognition, and this process may lead to access to more resources and further development opportunities. The provision of midday meals could also significantly improve the educational prospects for many students.

Parents considering ST. PITER PUBLIC SCHOOL MARAFARI should assess their own priorities and expectations against the school’s current facilities and resources. The school’s strong points are its dedicated teachers and commitment to education, while its limitations lie in its infrastructure and resources.

Future development could include the construction of a library, the acquisition of computers and technology, and the expansion of playground facilities. Securing formal recognition will greatly enhance the school’s prospects for obtaining government funding and support.