KHORDA ISHNA F.P. SCHOOL

KHORDA ISHNA F.P. SCHOOL was established in 1981 and it is managed by the Department of Education. It is located in Rural area. It is located in MONTESWAR block of BARDDHAMAN 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 Pucca 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 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 135 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.

Khorada Ishna F.P. School: A Comprehensive Profile

Khorada Ishna F.P. School, established in 1981, serves the rural community of Monteswar block in Barddhaman district, West Bengal. Managed by the Department of Education, this primary school caters to students from Class 1 to Class 4, offering a co-educational environment with a pre-primary section. Instruction is primarily delivered in Bengali. The school’s accessibility is enhanced by its location on an all-weather road, ensuring students can attend regardless of weather conditions. The academic year commences in April, aligning with the broader educational calendar.

The school’s infrastructure includes a government-provided building comprising two well-maintained classrooms dedicated to teaching. Additional rooms support non-teaching activities, and a separate space is allocated for the school’s administrative staff. The school is securely enclosed by a pucca boundary wall, ensuring safety and security for students and staff. Although lacking electricity, the school provides access to clean drinking water through functional hand pumps, addressing a crucial need for students’ well-being.

The school’s facilities include separate functional boys’ and girls’ toilets, reflecting a commitment to hygiene and gender inclusivity. While lacking a playground for recreational activities, the school boasts a library with an impressive collection of 135 books, fostering a love of reading and providing valuable learning resources beyond the classroom setting. The school is equipped with ramps for disabled children, ensuring accessibility for all students. The provision of mid-day meals, prepared and served on the premises, underscores the school’s commitment to the holistic well-being of its students.

The school’s teaching staff comprises two male teachers, dedicated to imparting quality education. The school’s administration follows the standard curriculum for primary education, preparing students for their future academic endeavors. The school’s commitment to providing a comprehensive education is further evidenced by its pre-primary section, demonstrating a proactive approach to early childhood learning and development.

The school’s academic offerings are aligned with the Others board for Class 10 and Class 10+2, indicating a flexibility in curriculum design to cater to the needs of the students and the local community. The school is not a residential facility, reflecting its focus on providing daily education to students from the surrounding area. The school is not currently using computer-aided learning methods; however, its strong foundation in traditional teaching methods ensures a solid educational base for its students.

The absence of computers and a computer lab indicates a potential area for future development and modernization. This could greatly enhance the school’s ability to engage students and integrate technology into the learning process. The lack of a playground presents another area for potential improvement; a dedicated playground would provide valuable opportunities for physical activity and social interaction.

Khorada Ishna F.P. School’s long history and dedication to providing quality primary education in a rural setting make it a vital part of the community. Its commitment to basic facilities, coupled with its strong teaching staff, creates a positive learning environment for its students. The school’s focus on providing a holistic educational experience positions its students for future academic success.

Future development plans may include the acquisition of computers and the establishment of a computer lab, enabling the integration of technology into the curriculum. Furthermore, the addition of a playground would enhance the overall learning experience by providing opportunities for physical activity and recreation. These improvements would further contribute to the school’s already commendable efforts in providing a comprehensive and enriching education to its students. The school’s management, the Department of Education, is clearly committed to supporting the school’s development and to ensuring the well-being of its students.