GOKARNA NO.4 PRY SCHOOL

GOKARNA NO.4 PRY SCHOOL was established in 1986 and it is managed by the Department of Education. It is located in Rural area. It is located in KANDI 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 No Boundary Wall 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 a playground. The school has a library and has 412 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.

Gokarna No.4 Primary School: A Comprehensive Overview

Gokarna No.4 Primary School, a government-run institution established in 1986, serves the rural community of Kandi block in Murshidabad district, West Bengal. Operating under the Department of Education, this co-educational school caters to students from Class 1 to Class 4, also offering a pre-primary section. Instruction is primarily conducted in Bengali. The school’s convenient location ensures accessibility via an all-weather road, with the academic year commencing in April.

The school’s infrastructure includes a government-provided building encompassing four well-maintained classrooms dedicated to instruction, plus additional rooms for non-teaching activities and a separate space for the school’s administrative staff. While lacking a boundary wall, the school enjoys a reliable electricity supply and features a functional playground. A library, stocked with 412 books, provides valuable learning resources. The school prioritizes student well-being, offering hand pumps for drinking water and separate, functional toilets for boys and girls. Ramps are available to ensure accessibility for students with disabilities.

The teaching staff comprises a dedicated team of five educators – four male teachers and one female teacher – committed to providing quality education. The school provides mid-day meals prepared on-site, ensuring students’ nutritional needs are met. The school’s commitment to providing a well-rounded education is evident in its various facilities and resources.

The school’s rural location reflects its commitment to serving the local community. Its commitment to providing quality education extends to its curriculum and resources. The school’s dedication to its students is apparent in its various initiatives and programs.

The Gokarna No.4 Primary School’s emphasis on providing a supportive and accessible learning environment is noteworthy. The school’s location, while rural, is easily accessible via all-weather roads. This accessibility ensures that students from various parts of the community can attend school without significant impediments.

The presence of a library equipped with a sizeable collection of books underscores the school’s commitment to fostering a reading culture among its students. This is complemented by the school’s provision of mid-day meals, which contributes to students’ overall well-being and academic performance.

The school’s provision of separate toilet facilities for boys and girls highlights its dedication to gender equality and inclusivity. Likewise, the availability of ramps reflects a commitment to creating an inclusive environment for students with disabilities.

The school’s reliance on hand pumps for drinking water underscores its resourcefulness and adaptability in a rural setting. This aligns with the school’s overall ethos of providing quality education despite the resource constraints often faced in rural communities.

The absence of computers and a computer-aided learning lab at Gokarna No.4 Primary School indicates areas for potential future development. While this might be due to resource limitations, it represents an opportunity for improvements that could further enhance the quality of education offered.

In conclusion, Gokarna No.4 Primary School stands as a vital educational institution within its community, effectively fulfilling its mandate despite resource constraints. Its dedicated teaching staff, combined with its available resources, creates a supportive learning environment for the students it serves. Future development initiatives could further enhance its capacity to meet the evolving educational needs of its students.