GANGAPUR MANGALAMOYEE P NON FORMAL

GANGAPUR MANGALAMOYEE P NON FORMAL was established in 1996 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PATHARPRATIMA block of SOUTH TWENTY FOUR PARGAN 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 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 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 Not Provided providing mid-day meal.

Gangapur Mangalamoyee P Non-Formal School: A Detailed Overview

Gangapur Mangalamoyee P Non-Formal School, established in 1996, is a private, unaided co-educational institution located in the rural area of Patharpratima block, South Twenty Four Parganas district, West Bengal. This primary school caters to students from Class 1 to Class 4, with a notable pre-primary section available for younger children. The school’s instruction medium is Bengali, fostering a strong regional language foundation for its students.

The school’s infrastructure consists of a single classroom housed in a private building. While lacking a boundary wall and electricity, the school ensures access to drinking water via hand pumps. The absence of a playground, library, and computer-aided learning facilities highlights areas where potential improvements could enhance the learning environment.

The teaching staff comprises a total of three teachers: two male teachers and one female teacher. The school is headed by a single head teacher, Deben Kumar Debbarman. Two additional teachers are dedicated to the pre-primary section, indicating a focus on early childhood education. The school’s management prioritizes quality teaching, demonstrated by its commitment to a dedicated staff.

While the school operates within limitations in terms of resources, its location in a rural setting provides a crucial educational service to the community. Its accessibility via all-weather roads ensures that students can attend regularly, irrespective of weather conditions. The school’s academic year commences in April, aligning with the typical academic calendar of the region.

The absence of computer facilities and a library underscores the need for resource enhancement. However, the school’s commitment to providing education, despite these challenges, is commendable. The provision of a separate room for the head teacher suggests an organizational structure prioritizing administrative efficiency and teacher support.

Further, the school’s co-educational nature promotes inclusivity, providing equal opportunities for both boys and girls. The inclusion of a pre-primary section demonstrates a commitment to early childhood development and lays a strong foundation for future learning.

The school’s management, despite operating as a private, unaided institution, has demonstrated a commitment to providing basic educational services to the community. The availability of a pre-primary section and the dedicated staff underscore the school’s dedication to early childhood education.

The school’s location in a rural setting highlights its significance in bridging the educational gap in underserved communities. By providing primary education in Bengali, the school upholds regional linguistic heritage and ensures effective communication within the classroom.

Improvements in infrastructure, particularly the addition of a library, computer facilities, and playground, could further enhance the educational experience for students. However, the school’s existing resources, including the dedicated staff and accessible location, provide a strong foundation for future growth and development.

The school operates as a vital community asset, providing essential educational opportunities to children in a rural setting. Despite facing infrastructural challenges, its commitment to quality education and inclusive learning makes it a significant contributor to the region’s educational landscape.

Gangapur Mangalamoyee P Non-Formal School serves as an example of a rural primary school providing crucial educational services within its resource constraints. The school’s dedication to its students and the community underscores its value in the educational fabric of West Bengal.