BHELAPETA NO-2 UPPER PRIMARY SCHOOL

BHELAPETA NO-2 UPPER PRIMARY SCHOOL was established in 2009 and it is managed by the Department of Education. It is located in Rural area. It is located in TUFANGANJ-I block of KOCH BIHAR district of West Bengal. The school consists of Grades from 5 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. 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 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 no playground. The school has a library and has 125 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.

BHELAPETA NO-2 UPPER PRIMARY SCHOOL: A Comprehensive Overview

BHELAPETA NO-2 UPPER PRIMARY SCHOOL, established in 2009, serves the rural community of TUFANGANJ-I block in KOCH BIHAR district, West Bengal. Managed by the Department of Education, this co-educational institution offers upper primary education (grades 5-8), catering to the educational needs of the local children. Instruction is primarily conducted in Bengali.

The school’s infrastructure includes a government-provided building with four classrooms, all in good condition. Supplementing the classrooms, there are two additional rooms dedicated to non-teaching activities, ensuring a functional learning environment. While lacking a boundary wall and electricity, the school provides essential amenities such as hand pumps for drinking water, and separate functional toilets for boys and girls. A noteworthy feature is the school’s library, housing a collection of 125 books, fostering a culture of reading amongst the students. Ramps for disabled children are available, ensuring inclusivity and accessibility.

The school boasts a dedicated teaching staff comprising one male and one female teacher, demonstrating a commitment to providing quality education to its students. The school operates as a single-session institution, with classes commencing in April, following the standard academic calendar. Mid-day meals are provided and prepared within the school premises, addressing the nutritional needs of the students.

The absence of a computer lab and computers for teaching purposes highlights a potential area for future development. The lack of a playground may also limit extracurricular activities and physical development opportunities for the students. These areas could be addressed through community involvement and potential future funding initiatives.

The school’s library, with its 125 books, plays a vital role in enriching the learning experience, encouraging literacy, and promoting a love for reading among students. The provision of separate toilets for both genders underscores the school’s commitment to creating a safe and hygienic learning environment.

Despite the absence of electricity, the school remains committed to providing quality education. The readily accessible hand pumps ensure the students have access to clean drinking water throughout the school day. The government building provides a sturdy and functional space for learning and teaching.

The school’s rural location and its commitment to providing meals highlight its vital role in the community. The school’s management aims to continuously improve its facilities to better serve the educational needs of its students. The availability of ramps for disabled children signifies the school’s commitment to inclusivity, allowing all students to participate fully in the learning process.

The school’s unique characteristics and its contributions to the educational landscape of the area make it a notable institution within the community. Its growth and development will continue to depend on the support of the local government, community members, and other stakeholders.

Furthermore, the absence of a playground points to a need for potential future investment in recreational facilities, which are vital for the students’ physical and social development. This is an area where community partnerships and additional funding could bring significant improvements.

The school’s dedication to education, demonstrated by the availability of a library and a commitment to providing mid-day meals, underscores its important role within the community. The focus on providing a safe and accessible environment for all students demonstrates a commitment to inclusive education.