HOREKHALI H.J.F.D.SR.MADRASAH

HOREKHALI H.J.F.D.SR.MADRASAH was established in 0 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KULTALI block of SOUTH TWENTY FOUR PARGAN district of West Bengal. The school consists of Grades from 1 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 Private building. It has got 8 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 Pucca But Broken 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 3 boys toilet and it is functional. and 3 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 and Prepared in School Premises providing mid-day meal.

HOREKHALI H.J.F.D. SR. MADRASAH: A Detailed Profile of a Rural Primary School in West Bengal

HOREKHALI H.J.F.D. SR. MADRASAH, a private, co-educational primary school, serves the rural community of KULTALI block in SOUTH TWENTY FOUR PARGAN district, West Bengal. Established as a private, unaided institution, it provides education from Class 1 to Class 8, playing a vital role in the local educational landscape. The school’s commitment to providing a basic education is evident in its infrastructure and teaching staff.

The school building, though described as “Pucca But Broken,” houses eight classrooms, all reportedly in good condition. These classrooms facilitate instruction in Bengali, the school’s primary language of instruction. Supporting the teaching staff are essential facilities, including three boys’ toilets and three girls’ toilets, ensuring basic sanitation for students. A reliable source of drinking water, hand pumps, is available on the premises. Furthermore, the school boasts the convenience of electricity, a significant asset in a rural setting.

The school’s management actively addresses accessibility, with ramps available for disabled children. This demonstrates a proactive approach to inclusivity, ensuring all students can access educational opportunities. The school’s administration focuses its resources on core educational needs, emphasizing quality teaching over additional amenities. The presence of nine male teachers underscores the dedication to providing a robust educational experience for its students. The head teacher, MD RUHULLAH GAZI, leads a team committed to providing a nurturing learning environment.

While the school currently lacks a library and playground, the provision of midday meals on the premises indicates a holistic approach to student welfare, acknowledging the importance of nutrition in education. The absence of a computer lab and computers highlights the school’s current resource limitations, yet it does not diminish the dedication of the teaching staff or the value of the education provided.

The school’s rural location and its dependence on basic infrastructure highlight the challenges faced by many educational institutions in similar settings. However, the school’s strength lies in its commitment to providing a foundational education in a community where it is greatly needed. The school’s structure and available resources demonstrate a focus on essential educational needs within the constraints of its available resources.

The school’s simple, yet functional, structure and dedicated teaching staff illustrate a commitment to basic education. Despite lacking some modern amenities, its core mission remains steadfast: to provide a solid primary and upper-primary education to the children of the HOREKHALI community. The presence of a dedicated head teacher and a sufficient number of male teachers indicates a commitment to student learning.

The school’s management actively works within its resource limitations to provide a nurturing learning environment. The school’s location necessitates efficient resource allocation, prioritizing core educational functions over supplementary facilities. The focus remains on the provision of quality basic education through dedicated teaching staff and functional facilities.

The absence of certain amenities does not detract from the school’s essential role within the community. It serves as a cornerstone of local education, offering fundamental learning opportunities for children in a rural area. Its success hinges on the continuing dedication of its staff and the ongoing support it receives from the community.

Future development plans might include incorporating technology into the curriculum, improving the existing facilities, and establishing a library and playground. However, the school’s current focus remains on providing a robust and reliable educational foundation for its students. The school’s current emphasis on foundational learning is a testament to its commitment to delivering quality education.

The HOREKHALI H.J.F.D. SR. MADRASAH’s contribution to the community cannot be underestimated. It represents a vital educational hub, providing essential learning opportunities to children in a rural setting. It serves as a beacon of hope, offering a pathway to future success for the students it serves.