1630 NO. KEOTPARA L.P.

1630 NO. KEOTPARA L.P. was established in 1977 and it is managed by the Department of Education. It is located in Rural area. It is located in BHAWANIPUR block of BARPETA district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese 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 5 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 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 65 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.

1630 No. Keotpara Lower Primary School: A Profile

1630 No. Keotpara Lower Primary School, located in the rural BHAWANIPUR block of BARPETA district, Assam, stands as a vital educational institution serving the community. Established in 1977 under the Department of Education, this co-educational school caters to students from Class 1 to Class 5, with an attached pre-primary section. Assamese serves as the primary language of instruction. The school’s accessibility is further enhanced by its all-weather road approach. The academic year commences in April, following the standard schedule for schools in the region.

The school’s infrastructure comprises a government-provided building, housing five well-maintained classrooms dedicated to teaching. Additional rooms are available for non-instructional purposes, including a designated space for the head teacher. Despite the absence of a boundary wall, the school benefits from a reliable electricity supply, ensuring a conducive learning environment. Clean drinking water is readily available through functional hand pumps. The school’s commitment to inclusivity is evident in the provision of ramps for disabled children, ensuring accessibility for all.

The school’s library plays a crucial role in enriching students’ learning experiences. Currently, the library houses an impressive collection of 65 books, offering diverse reading materials for students. The midday meal program is a significant feature of the school, with meals provided and prepared on-site, ensuring that students’ nutritional needs are met.

The dedicated teaching staff consists of four teachers: one male teacher and three female teachers. The head teacher, Ahmed Ali, leads the team, working to maintain high standards of education. This small, yet effective, teaching staff works diligently to provide a quality education for the students.

A key aspect of the school’s operation is the absence of a playground. While the lack of a dedicated playground might appear as a limitation, the school’s focus on providing quality education in the available space is commendable. The school also lacks computer-aided learning facilities, reflecting the limitations of resources in the region.

The school’s management, under the Department of Education, continues to strive for improvement. The availability of a library and functional toilets indicates a commitment to creating a holistic learning experience, despite resource constraints. The school’s emphasis on providing a midday meal highlights the understanding that proper nourishment is essential for academic success.

Further enhancements to the school’s infrastructure and resources are likely to significantly enhance the overall learning experience. A playground, computer facilities, and potentially more books for the library would be valuable additions. Nonetheless, the current facilities provide a solid foundation for education.

The school’s location in a rural area makes it a critical hub for education within its community. Its role extends beyond academic instruction to providing vital services such as mid-day meals and ensuring the inclusion of students with disabilities.

The success of 1630 No. Keotpara Lower Primary School is a testament to the dedication of its staff and their commitment to providing quality education amidst challenges. The community’s engagement and ongoing support are crucial for the school’s continued development.

In conclusion, 1630 No. Keotpara Lower Primary School offers a basic yet functional education to its students. The school embodies the principles of inclusivity and strives to provide a supportive learning environment despite certain infrastructural limitations. Future improvements will undoubtedly enhance its capabilities.