KENJAKURA PODDARPARA P.S

KENJAKURA PODDARPARA P.S was established in 1968 and it is managed by the Department of Education. It is located in Rural area. It is located in BANKURA-I block of BANKURA 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 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 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 379 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.

Kenjakura Poddarpara Primary School: A Profile

Kenjakura Poddarpara Primary School, established in 1968, serves the rural community of Bankura district in West Bengal, India. Managed by the Department of Education, this co-educational institution offers primary education from classes 1 to 4, with a supplementary pre-primary section. Instruction is conducted in Bengali.

The school’s infrastructure comprises a government-provided building with two well-maintained classrooms dedicated to teaching. Additional rooms support non-instructional activities and provide a designated space for the head teacher. While the school boasts a library stocked with 379 books, a playground is currently absent. A reliable hand pump ensures access to drinking water for students and staff.

The school’s commitment to inclusivity is evident in its provision of ramps for disabled children, ensuring equitable access to education. Sanitary facilities include one boys’ toilet and one girls’ toilet, both functional and maintained. Electricity ensures a conducive learning environment. The school, however, lacks a boundary wall and computer-aided learning facilities.

The dedicated teaching staff includes four teachers—two male and two female—with one serving as head teacher, Chhabi Dutta. The school operates on an academic calendar commencing in April, aligning with the regional educational system. The school’s meals program provides nutritious meals prepared and served on-site.

The school’s management emphasizes a holistic approach to education. The school’s rural location necessitates accessibility via all-weather roads, ensuring students can reach the school regardless of weather conditions. The absence of computers and a computer-aided learning lab highlights areas for future development and potential improvement.

The relatively small size of the school, coupled with the dedicated staff and existing resources, ensures personalized attention to each student’s educational needs. The presence of a library, albeit small, fosters a love of reading and independent learning. The functional toilets and hand pump underscore the commitment to basic hygiene and student well-being.

The provision of meals significantly contributes to student health and concentration levels, reducing the barriers to education posed by hunger. The school’s co-educational nature fosters an inclusive learning environment that prepares students for collaborative interaction in diverse settings.

While the absence of a playground limits recreational activities, the school’s focus on academics, sanitation, and nutrition forms a solid foundation for the children’s development. Future development plans could incorporate the addition of a playground, computer lab, and a boundary wall to further enhance the school’s infrastructure and learning environment.

The existing resources, combined with the committed teachers, ensure a functional and effective learning environment despite the limitations. The school’s adherence to a standard academic curriculum, coupled with its commitment to providing meals and ensuring basic facilities, indicates a dedicated approach to ensuring quality primary education.

The Kenjakura Poddarpara Primary School, though lacking some amenities, serves as a vital educational hub for the rural community, providing a foundation for future success for its students. Its commitment to providing a safe, supportive, and nourishing learning environment is evident in its daily operations.