LORD'S ANGEL'S ENGLISH SCHOOL

LORD’S ANGEL’S ENGLISH SCHOOL was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DIMORIA block of KAMRUP METRO district of Assam. The school consists of Grades from 1 to 10. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. English 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 Rented 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 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 Not Applicable providing mid-day meal.

Lord’s Angel’s English School: A Comprehensive Overview

Lord’s Angel’s English School, established in the year 2000, stands as a private, unaided co-educational institution nestled in the rural expanse of the Dimoria block within the Kamrup Metro district of Assam. Operating under a private, unaided management structure, the school offers a comprehensive education from Class 1 through Class 10, utilizing English as its primary medium of instruction. The school’s commitment to providing quality education is further emphasized by its attached pre-primary section, catering to the youngest learners.

The school’s infrastructure comprises a rented building, housing eight well-maintained classrooms dedicated to teaching. These classrooms are complemented by two additional rooms allocated for non-teaching activities and a dedicated space for the school’s administration. While lacking a boundary wall and playground, the school is equipped with essential amenities such as electricity and functional boys’ and girls’ toilets.

Despite the absence of a library and computer-aided learning facilities, the school boasts a dedicated faculty of ten teachers. This teaching staff consists of two male teachers and eight female teachers, with an additional two teachers specifically dedicated to the pre-primary section. The school follows the State Board curriculum for Class 10 and does not offer post-secondary education.

The school’s operational details reveal its adherence to a standard academic calendar, with the school year commencing in April. The school is accessible via an all-weather road, ensuring convenient access for both students and staff. Importantly, the school’s administration has confirmed that the school is not a shift school and has not been relocated to a new site. The lack of a drinking water source on the premises represents an area for potential improvement and investment.

The school’s commitment to inclusive education is evident in its accessible facilities, although the absence of ramps for disabled students underscores an area that could benefit from further development. While the school does not offer midday meals or have computers for teaching, its strength lies in its experienced and dedicated teaching staff and its broad academic reach.

The school’s modest infrastructure should not be interpreted as a deficiency in its educational provision. The commitment of the teaching staff, coupled with the use of English as the medium of instruction, positions the school well within the local community.

The school’s location in a rural area speaks to its contribution to the wider educational landscape. The absence of certain amenities, such as a library and computer lab, presents an opportunity for future growth and improvement, allowing the school to better equip its students for the challenges of the modern world.

Future development plans could include expanding the library, incorporating computer-aided learning, and potentially constructing a playground to enhance the overall learning environment. The addition of a reliable source of drinking water is also a critical need.

In summary, Lord’s Angel’s English School stands as a vital educational institution, providing valuable services to the rural community. While certain infrastructural improvements are needed, the school’s dedicated staff and comprehensive curriculum are significant assets in fostering the educational development of its students.

Looking ahead, further investment in resources and infrastructure will undoubtedly solidify the school’s position as a key contributor to the community’s educational growth and progress. The school’s ongoing commitment to providing quality education in a rural setting is commendable.