ALI HAIDAR PRIMARY SCHOOL

ALI HAIDAR PRIMARY SCHOOL was established in 1976 and it is managed by the Department of Education. It is located in Urban area. It is located in BARRACKPORE MUNICIPALITY block of NORTH TWENTY FOUR PARGANA 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. Urdu 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 Rented building. It has got 1 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 Tap Water 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 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 but not Prepared in School Premises providing mid-day meal.

ALI HAIDAR PRIMARY SCHOOL: A Profile

ALI HAIDAR PRIMARY SCHOOL, established in 1976, is a co-educational primary school located in the urban area of BARRACKPORE MUNICIPALITY block, NORTH TWENTY FOUR PARGANA district, West Bengal. Managed by the Department of Education, this institution plays a vital role in providing primary education to the community.

The school’s infrastructure comprises a single rented classroom, ensuring a focused learning environment for its students. Essential amenities such as electricity and tap water are available, contributing to a conducive learning atmosphere. However, the school lacks a boundary wall and a dedicated playground, highlighting areas for potential future development. The school’s instruction medium is Urdu.

With a total of three teachers, including one head teacher (ABDUL SATTAR), the school caters to students from Class 1 to Class 4. A pre-primary section is also available, with three dedicated teachers attending to the needs of younger children. The school follows the “Others” board for classes 10th and 10+2. While the school provides mid-day meals, these are sourced externally, not prepared on the premises.

The school’s academic focus is solely on primary education (Classes 1-5). Although a pre-primary section is available, it is important to note that the school lacks a library and computer-aided learning facilities. The absence of computers limits opportunities for technology-integrated learning, and the lack of a library restricts students’ access to diverse reading materials. Similarly, the absence of a playground potentially impacts students’ physical activity and overall development.

The school’s commitment to inclusivity is evident in the provision of separate boys and girls toilets. However, the absence of ramps highlights a need for improved accessibility for students with disabilities. The school’s management could consider incorporating accessibility features in future development plans to ensure an inclusive environment for all.

The school’s location, though urban, may present certain logistical challenges. While accessibility via road is ensured, proximity to essential services and resources remains a vital consideration.

The school’s operational aspects highlight both its strengths and areas for improvement. The dedicated teaching staff and functional amenities form a strong foundation. However, strategic investments in infrastructure, such as a playground, library, and computer lab, along with improved accessibility features, can significantly enhance the school’s educational capabilities.

Future development plans should encompass infrastructure upgrades to support holistic child development, ensuring students have access to technology-integrated learning, diverse reading materials, and ample opportunities for physical activity.

The community’s support and continued engagement remain crucial to ensuring the continued success of ALI HAIDAR PRIMARY SCHOOL and its contribution to the educational landscape of the region. The availability of essential amenities like electricity and tap water provides a positive learning environment.

In conclusion, ALI HAIDAR PRIMARY SCHOOL is a valuable institution serving the educational needs of the community, despite certain infrastructural limitations. With focused investments and community collaboration, the school has the potential to further enhance its capabilities and provide an even richer learning experience for its students.