1653 NO. SOULMARI BOROGAON LPS

1653 NO. SOULMARI BOROGAON LPS was established in 1960 and it is managed by the Department of Education. It is located in Rural area. It is located in GOSSAIGAON block of KOKRAJHAR 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 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 No Boundary Wall boundary wall. The school has doesn’t 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 a 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 Provided and Prepared in School Premises providing mid-day meal.

1653 No. Soulmari Borogaon LPS: A Detailed Profile of a Rural Primary School in Assam

1653 No. Soulmari Borogaon LPS, a government-run primary school nestled in the rural heartland of Assam, India, stands as a testament to the commitment to education in underserved communities. Established in 1960 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5, providing a crucial foundation for their academic journeys.

The school’s infrastructure comprises a government-owned building equipped with four classrooms, ensuring a conducive learning environment for its students. A notable feature is the presence of a playground, fostering physical activity and holistic development alongside academics. The school also boasts functional boys’ and girls’ toilets, emphasizing hygiene and sanitation. Access to clean drinking water is ensured through hand pumps situated on the school premises. Furthermore, the school’s commitment to accessibility is demonstrated by the provision of ramps for disabled children, ensuring inclusive education for all.

The school’s curriculum is conducted primarily in Assamese, reflecting the local linguistic context and fostering a strong connection between education and cultural identity. The teaching staff consists of two teachers, one male and one female, dedicated to providing quality education to the students. The school’s management also ensures that mid-day meals are provided and prepared on-site, addressing the nutritional needs of the students. This integrated approach to education addresses not only academic learning but also the students’ physical well-being and social needs.

The school’s location in the rural area of the GOSSAIGAON block within KOKRAJHAR district highlights its role in bridging the educational gap and fostering development in underserved regions. The provision of a pre-primary section underscores the school’s commitment to early childhood education and laying a strong foundation for future learning. Its location makes it readily accessible via all-weather roads, facilitating ease of access for students and staff.

The school’s operational year begins in April, aligning with the academic calendar of the region. The school’s open-air playground provides an essential space for physical activity and recreation, contributing to the overall development of the children. The availability of separate toilets for boys and girls reflects a commitment to hygiene and safety. The school’s infrastructure ensures a supportive environment for learning and growth, fostering a positive learning environment.

The school administration operates under the Department of Education’s guidance, signifying a strong link to government policies and initiatives in education. The presence of a dedicated head teacher, Anowara Begom, ensures efficient management and supervision of the school’s daily operations. The school’s commitment to providing a safe and inclusive learning environment is further underscored by its accessibility features, such as ramps for disabled students.

While the school does not currently possess a computer lab or library, its focus on core subjects and fundamental skills underscores its dedication to providing a solid foundation in literacy and numeracy. The absence of a boundary wall does not detract from the school’s commitment to its core function of providing primary education. The provision of mid-day meals underscores the school’s understanding of the vital link between nutrition and education.

The school’s lack of electricity connection highlights a need for further development and infrastructural improvements, though this does not diminish the quality of education provided. The school’s reliance on hand pumps for drinking water emphasizes the importance of community engagement and resourcefulness. Despite these limitations, the school continues to serve as a vital educational institution in its community.

In summary, 1653 No. Soulmari Borogaon LPS plays a crucial role in educating children in a rural setting, offering a solid foundation in primary education. Despite infrastructural limitations, the school’s dedication to its students and commitment to providing quality education remain strong. The school’s management, teaching staff, and students collectively contribute to fostering a supportive learning environment within the community.

The school’s story is one of resilience, adaptability, and a steadfast dedication to providing education to the children of the region. It serves as an inspiring example of a primary school striving to overcome challenges and deliver quality education, highlighting the importance of community involvement and governmental support in educational development.