KISOREDEBI SMRITI SSK

KISOREDEBI SMRITI SSK was established in 2000 and it is managed by the Department of Education. It is located in Rural area. It is located in NAMKHANA 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 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 Pucca But Broken 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 a 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.

Kisoredebi Smriti SSK: A Rural Primary School in West Bengal

Kisoredebi Smriti SSK, a government-run primary school, serves the rural community of Namkhana block in South Twenty Four Parganas district, West Bengal. Established in 2000 under the Department of Education, this co-educational institution offers education from Class 1 to Class 4, encompassing a pre-primary section. Instruction is conducted in Bengali.

The school’s infrastructure includes a government building housing four classrooms in good condition. While a playground is available for the students, the school currently lacks a library and computer-aided learning facilities. The school’s water supply relies on hand pumps, ensuring access to clean drinking water. Sanitation is provided by one functional boys’ toilet and one functional girls’ toilet. The school’s building features a pucca but broken boundary wall, and currently lacks an electricity connection.

Kisoredebi Smriti SSK boasts a dedicated teaching staff of four female teachers, all committed to providing quality education to its students. The school provides mid-day meals prepared on-site, ensuring nutritional support for its pupils. Its management falls under the purview of the Department of Education, reflecting the government’s commitment to providing basic education in rural areas.

The school’s location in a rural setting highlights the need for continued infrastructural development and resource allocation to enhance its educational capabilities. The absence of computers and a library emphasizes the challenges faced in providing a comprehensive and technologically advanced learning environment.

Despite these limitations, Kisoredebi Smriti SSK remains a vital educational institution for the local community. Its commitment to education, despite infrastructural limitations, showcases the dedication of its teachers and the importance of access to basic learning opportunities.

The school’s reliance on hand pumps for drinking water, while functional, underscores the need for reliable and sustainable water resources in rural areas. The lack of electricity also presents significant challenges for expanding educational opportunities, including the introduction of computer-aided learning.

The presence of a playground, despite the lack of other amenities, highlights the school’s recognition of the importance of physical activity and recreational opportunities in a child’s development. The absence of a library, however, limits access to supplementary learning resources and fosters a need for increased library facilities.

Kisoredebi Smriti SSK’s commitment to providing mid-day meals underscores its dedication to the holistic well-being of its students, ensuring that they receive proper nutrition alongside their education. This reflects a vital aspect of educational provision that supports learning and overall health.

The school’s pucca but broken boundary wall highlights the need for ongoing maintenance and infrastructural improvements. Ensuring the structural integrity of the school building is crucial for providing a safe and conducive learning environment for the students.

The absence of ramps for disabled children indicates a potential need for future modifications to ensure inclusivity and accessibility for all students. Improving accessibility is essential for creating a truly inclusive educational setting that caters to the diverse needs of all learners.