LASKAR PARA PARESH BARMAN HOUSE SSK

LASKAR PARA PARESH BARMAN HOUSE SSK was established in 2001 and it is managed by the Department of Education. It is located in Rural area. It is located in KUMARGRAM block of ALIPURDUAR 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 doesn’t have electric connection. The source of Drinking Water in the school is Well and it is functional. The school has 1 boys toilet and it is functional. and 2 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.

Laskar Para Paresh Barman House SSK: A Rural Primary School in West Bengal

Laskar Para Paresh Barman House SSK, a government-run primary school, serves the rural community of Kumargram block in Alipurduar district, West Bengal. Established in 2001 under the Department of Education, this co-educational institution provides primary education (grades 1-4) with Bengali as the medium of instruction. Its convenient location ensures accessibility throughout the year. The school year commences in April.

The school building, a government structure, comprises two classrooms in good condition, along with additional rooms for non-teaching purposes and a designated space for the head teacher. While the school currently lacks a boundary wall and electricity, it does have access to drinking water from a well. Sanitary facilities include one boys’ toilet and two girls’ toilets, all functional.

Despite its rural setting, the school offers a pre-primary section, catering to younger children. Two female teachers provide instruction, ensuring a dedicated learning environment for the students. The school prepares and provides midday meals on its premises, ensuring students receive proper nourishment.

The school’s resources are currently limited. It does not have a library, playground, or computer-aided learning facilities. Furthermore, ramps for disabled access are not yet in place. These limitations highlight the need for future development and improvement in infrastructure and resources.

The absence of computers and a library emphasizes the need for technological advancements and resource enrichment within the school. This would undoubtedly enhance the learning experience and broaden the educational horizons of the students. The school’s current focus remains on providing foundational primary education.

The lack of a boundary wall poses a potential safety concern and improving this would enhance security for the students and staff. Similarly, the absence of electricity is a significant impediment, hindering effective use of educational tools and extending learning opportunities.

The school’s management, under the Department of Education, continues to prioritize the provision of quality primary education despite these challenges. Future improvements in infrastructure, technology, and resources would significantly benefit the students and community.

The school’s commitment to education is evident in its provision of midday meals and dedicated teachers. The absence of male teachers warrants attention, potentially requiring strategies to attract and retain male educators.

The school’s rural location presents unique opportunities for connecting classroom learning with the surrounding environment. Incorporating environmental studies and community engagement projects can enrich the curriculum and cultivate a stronger connection between students and their surroundings.

Laskar Para Paresh Barman House SSK represents a valuable educational resource for the rural community it serves. With continued support and development, it can strive to overcome its present limitations and enhance its capacity to provide comprehensive and quality primary education to its students.