U.M. S. HARIDASPUR NAVIN

U.M. S. HARIDASPUR NAVIN was established in 1956 and it is managed by the Department of Education. It is located in Rural area. It is located in MOHANPUR block of SAMASTIPUR district of Bihar. The school consists of Grades from 1 to 8. 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 Government building. It has got 4 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 doesn’t have electric connection. The source of Drinking Water in the school is None 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 547 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.

U.M.S. Haridaspura Navin: A Rural Primary School in Bihar

U.M.S. Haridaspura Navin is a government-run primary school located in the rural area of Mohanpur block, Samastipur district, Bihar. Established in 1956, this co-educational institution provides education from Class 1 to Class 8, offering a crucial educational foundation to the community. The school’s management falls under the Department of Education, ensuring adherence to established educational standards and policies. The school’s Hindi-medium instruction caters to the local linguistic landscape, making learning accessible to its student population.

The school infrastructure comprises a government-owned building with four well-maintained classrooms dedicated to instruction. Additional rooms are available for non-teaching activities, including a designated space for the head teacher. The school’s physical structure is further secured by a pucca boundary wall, providing a sense of security and stability for students and staff. Despite lacking electricity and a playground, the school’s library holds a significant collection of 547 books, fostering a love for reading and knowledge acquisition among the students. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet, indicating a commitment to basic hygiene and student well-being.

The teaching staff consists of six male teachers and one female teacher, totaling seven dedicated educators. The absence of pre-primary sections reflects the school’s focus on primary and upper primary education. The school’s commitment to providing a nutritious mid-day meal, prepared and served on the premises, addresses the nutritional needs of the students, contributing to their overall health and ability to focus on their studies. The school’s academic structure culminates in classes that align with the Others board for class 10th and 10+2.

While the school lacks computer-aided learning facilities and ramps for disabled children, the presence of a functional library underscores the school’s commitment to providing educational resources. The availability of drinking water remains a challenge, highlighting an area needing improvement. The school’s location is accessible via an all-weather road, promoting regular attendance. The academic year begins in April, following the standard academic calendar.

The lack of computers and computer-aided learning facilities represent areas for potential development and modernization. The absence of a playground might restrict opportunities for physical activity and recreation. These aspects indicate potential future investment and expansion opportunities to enhance the overall learning environment. Further investment could enhance the school’s facilities and expand its capacity to serve the community better.

U.M.S. Haridaspura Navin plays a critical role in providing educational opportunities in a rural setting, contributing to the advancement and empowerment of the local community. The school’s dedication to education, despite resource limitations, underscores its commitment to fostering learning and growth among its students.

The school’s location in a rural setting highlights the significant role it plays in bridging the educational gap and promoting equal access to education in underserved areas.

Ongoing support and resource allocation from government agencies and non-governmental organizations could significantly improve the school’s infrastructure and educational resources. Further development of the school’s facilities could enhance the learning environment and enable students to reach their full potential.

This detailed profile showcases the strengths and areas for improvement in U.M.S. Haridaspura Navin, emphasizing its pivotal role in shaping the educational landscape of the Mohanpur community. The provision of basic facilities, combined with a dedicated teaching staff, creates a foundation for future educational growth.