SUR BAL VIDHYA MANDIR PARASAULI

SUR BAL VIDHYA MANDIR PARASAULI was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GOVERDHAN block of MATHURA district of Uttar Pradesh. 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 Private 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 Private building. It has got 6 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 Well 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 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.

SUR BAL VIDHYA MANDIR PARASAULI: A Rural Primary School in Uttar Pradesh

SUR BAL VIDHYA MANDIR PARASAULI, a private primary school located in the GOVERDHAN block of MATHURA district in Uttar Pradesh, was established in 2005. Situated in a rural area, the school caters to students from class 1 to 5, offering a co-educational environment.

The school building, which is privately owned, features 6 well-maintained classrooms dedicated to instruction. In addition to these classrooms, the school also boasts 2 rooms designated for non-teaching activities and a separate room for the headmaster or teacher. The school is enclosed by a pucca boundary wall, although it is currently in a state of disrepair. Despite this, the school has access to electricity and features a functional well as its primary source of drinking water.

SUR BAL VIDHYA MANDIR PARASAULI prioritizes a holistic learning experience. While the school does not have a playground, it does feature a library, although it currently holds no books. The school also lacks computer facilities and a computer-aided learning lab.

In terms of accessibility, the school is accessible by all-weather roads and does not have ramps for students with disabilities. The school maintains separate functional toilets for boys and girls, with 1 each dedicated to each gender.

The school’s instructional medium is Hindi, and it has a total of 4 teachers, including 2 male and 2 female teachers. The school’s management is privately unaided, and it does not provide meals for students.

Key Features of SUR BAL VIDHYA MANDIR PARASAULI:

• Establishment Year: 2005
• Location: GOVERDHAN block, MATHURA district, Uttar Pradesh
• School Type: Private, co-educational, primary school (classes 1-5)
• Building: Private with 6 classrooms, 2 rooms for non-teaching activities, and a separate room for the headmaster/teacher
• Accessibility: Accessible by all-weather roads, no ramps for disabled students
• Infrastructure: Functional well for drinking water, 1 boys’ toilet and 1 girls’ toilet, a library (currently without books)
• Instruction Medium: Hindi
• Total Teachers: 4 (2 male, 2 female)
• Management: Pvt. Unaided

Future Potential:

SUR BAL VIDHYA MANDIR PARASAULI has the potential to enhance its learning environment by investing in additional resources. Increasing the number of books in the library, procuring computers for teaching and learning, and establishing a computer-aided learning lab could significantly enrich the educational experience for students. The school could also explore providing mid-day meals for students to ensure their nutritional well-being.

While the school is making strides in providing a basic educational experience, investing in these key areas would undoubtedly create a more conducive and enriching learning environment for students in the rural community.