ST. MARY'S SCHOOL

ST. MARY’S SCHOOL was established in 2015 and it is managed by the Unrecognised. It is located in Urban area. It is located in KHAGARIA block of KHAGARIA 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. 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 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 6 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 665 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 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.

St. Mary’s School: A Comprehensive Overview

St. Mary’s School, established in 2015, is an unrecognised co-educational primary and upper primary school (classes 1-8) situated in the urban area of Khagaria, Bihar. Its location within the Khagaria block makes it accessible via all-weather roads. The school’s academic session commences in April, adhering to the standard academic calendar.

The school operates from a rented building, equipped with eight well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, and a separate space is designated for administrative purposes. The school boasts a secure perimeter defined by a pucca boundary wall and benefits from a reliable electricity connection.

St. Mary’s prioritizes the well-being of its students. Clean drinking water is readily available via functional hand pumps. Separate and functional toilet facilities cater to both boys (six units) and girls (four units). A spacious playground provides ample room for recreation and physical activity.

The school’s commitment to education extends beyond the classroom. A well-stocked library houses an impressive collection of 665 books, fostering a love of reading and learning. A computer-aided learning lab, equipped with ten functional computers, supports modern teaching methodologies. The school offers a pre-primary section with eight dedicated teachers. Instruction is delivered in Hindi, catering to the local linguistic landscape.

The school’s infrastructure reflects its commitment to providing a conducive learning environment. However, it is important to note that the school is currently classified as unrecognised, implying it does not fall under the purview of formal governmental oversight. The school’s management structure is also classified as Unrecognised. This status may impact access to certain resources and government support programs. The school does not provide midday meals, an aspect that may merit further investigation.

Thirteen contract teachers staff the school, showcasing a dedicated team committed to educating its students. The school’s operations are entirely dependent on these teachers, highlighting the essential role they play in the school’s educational delivery. The absence of other teaching staff is a significant aspect to note.

The provision of a pre-primary section highlights the school’s commitment to early childhood education, offering a crucial foundation for future academic success. The impressive number of books in its library indicates a dedication to fostering a culture of literacy amongst its students.

Despite its status as an unrecognised school, St. Mary’s demonstrates a commendable effort in providing basic educational facilities and infrastructure to the students of Khagaria. The school’s continued operation and future growth depend on various factors, including administrative support, teacher recruitment and training, and further infrastructural improvements.

The school’s geographical location and its accessible infrastructure, coupled with a dedicated teaching staff, place it in a strategic position to serve the educational needs of the local community. Addressing its unrecognised status and securing government recognition could unlock access to critical resources and aid in improving various aspects of the school’s operation. Further development and expansion could significantly enhance the educational opportunities available to children in the Khagaria area. The school’s future hinges on securing the necessary recognition and support to sustain its operations and fulfill its educational mission effectively.