CHANDRA HEMBRAM OL-ITUNASRA PRY

CHANDRA HEMBRAM OL-ITUNASRA PRY was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GAZOLE block of MALDAH 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 Private building. It has got 2 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 None 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 Not Provided providing mid-day meal.

Chandra Hembram Ol-Itunasra Pry School: A Comprehensive Overview

Chandra Hembram Ol-Itunasra Pry, a private, co-educational primary school, stands as a vital educational institution in the rural landscape of the Malda district in West Bengal, India. Established in 2009 under private, unaided management, the school caters to students from Class 1 to Class 4, offering a crucial foundation for their academic journey. Its location in the Gazole block ensures accessibility for children in the surrounding rural communities.

The school’s infrastructure comprises two well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities. A key feature is the presence of a playground, providing a space for children’s physical development and recreational activities. However, the school currently lacks a library and a boundary wall, highlighting areas for potential future development and improvement. The absence of electricity also presents a challenge, impacting the overall learning environment.

Focusing on the academic aspects, Bengali serves as the primary language of instruction. The school’s faculty consists of one male teacher and one female teacher, supplemented by two pre-primary teachers, catering to the needs of its pre-primary section, which is a significant part of its offerings. The school operates on a standard academic calendar, with the session commencing in April.

The school’s commitment to providing a safe and functional learning environment is evidenced by the presence of one boys’ toilet and one girls’ toilet. However, the lack of drinking water facilities poses a significant concern and requires immediate attention to ensure the well-being of its students. The absence of ramps also highlights the need for future accessibility improvements to accommodate students with disabilities.

While the school boasts a playground for recreational activities, the lack of computer-aided learning and library facilities presents opportunities for enhancement. The integration of technology and expanded reading resources would significantly enrich the students’ learning experiences and prepare them for the challenges of the modern world.

Despite the absence of certain amenities, Chandra Hembram Ol-Itunasra Pry School plays a crucial role in providing primary education to children in a rural setting. Its existing infrastructure, while modest, provides a functional learning space, and the dedicated teachers strive to deliver quality education.

The school’s commitment to providing a pre-primary section demonstrates a proactive approach to early childhood development. This commitment to early education highlights the school’s recognition of the importance of a strong foundation for future academic success.

The school’s co-educational nature ensures equal access to education for both boys and girls, fostering an inclusive and equitable environment. This aligns with the broader goals of promoting gender equality and equal opportunities in education.

The school’s management and faculty continuously seek ways to improve the quality of education delivered to its students. This dedication to continuous improvement is reflected in its proactive approach to address its current challenges and secure future enhancements.

The availability of a functional toilet for both boys and girls is a positive step toward maintaining hygiene and sanitation standards. This commitment to hygiene is essential for a healthy and comfortable learning environment.

The school’s location in a rural area emphasizes its significant contribution to bridging the educational gap and ensuring access to education for children in underserved communities. Its continued operation reflects the community’s commitment to education and the importance of providing educational opportunities to all.