64 NO. KAMURDIAR KHEDER ALI PRY. SCHOOL

64 NO. KAMURDIAR KHEDER ALI PRY. SCHOOL was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in DOMKAL block of MURSHIDABAD district of West Bengal. The school consists of Grades from 1 to 4. 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. Bengali 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 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 120 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.

64 No. Kamurdiar Kheder Ali Pry. School: A Comprehensive Overview

64 No. Kamurdiar Kheder Ali Primary School, established in 2001, serves the rural community of Domkal block in Murshidabad district, West Bengal. Managed by the Department of Education, this co-educational institution provides primary education (Classes 1-4) with Bengali as the medium of instruction. The school’s accessible location, reachable by all-weather roads, ensures convenient access for students. The academic year commences in April, aligning with the regional calendar.

The school’s infrastructure includes a government-provided building with four well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, while a separate space is allocated for the head teacher. A robust pucca boundary wall ensures security, and the school benefits from a reliable electricity connection. Clean drinking water is readily available through functional hand pumps. Separate, functional toilet facilities are provided for both boys and girls. The school also boasts a library containing 120 books, fostering a love for reading among students.

The school’s commitment to inclusive education is evident through the provision of ramps for disabled children, ensuring accessibility for all students. The school’s teaching staff comprises three male teachers dedicated to providing quality education. A key feature of the school is the provision of a midday meal, prepared and served on the premises, ensuring that students receive adequate nutrition to support their learning. The presence of a pre-primary section further demonstrates the school’s comprehensive approach to early childhood education.

The school’s operational structure is transparent, contributing to its efficiency. The school’s location and infrastructure are key factors in its operational success. The strategic planning demonstrates a commitment to optimizing the learning environment.

This commitment to student well-being extends to the school’s library, which provides valuable resources for learning and personal enrichment. While a playground is currently absent, the available resources and facilities showcase the school’s dedication to providing a functional and supportive environment for learning.

The school’s management demonstrates a strong commitment to providing a safe and supportive learning environment. The infrastructure is suitable for the needs of the students. Furthermore, the provision of a midday meal is a testament to the school’s dedication to student well-being. The school’s efforts towards inclusivity are commendable, as the presence of ramps underscores the commitment to providing equal educational opportunities for all.

The school’s academic focus is primarily on primary education, catering to the needs of young learners. The utilization of Bengali as the medium of instruction is a deliberate choice to facilitate better comprehension among students. The co-educational nature of the school provides a diverse learning environment, promoting interaction and collaboration among students.

The information provided highlights the school’s operational details, infrastructure, facilities, and commitment to providing a conducive learning atmosphere. The school’s modest size allows for a personalized learning experience, benefiting from the focused attention of its teaching staff.

The school’s adherence to the regional academic calendar and its integration within the community highlight its role as a vital institution in the local area. The efficient use of resources demonstrates prudent financial management, contributing to the sustainability of the school’s operations.

The overall impression is one of a well-managed and resourceful primary school dedicated to providing quality education to the students of Domkal. The availability of key facilities, combined with a strong emphasis on student well-being, positions the school effectively within its community. The school’s contribution to the educational landscape of Murshidabad district is notable.