MSK. SURENDRA SMRITI

MSK. SURENDRA SMRITI was established in 2006 and it is managed by the Department of Education. It is located in Rural area. It is located in BAGDAH block of NORTH TWENTY FOUR PARGANA district of West Bengal. The school consists of Grades from 5 to 8. The school is Co-educational and it doesn’t 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 No Boundary Wall 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 2 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 200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

MSK. SURENDRA SMRITI: A Rural Upper Primary School in West Bengal

MSK. SURENDRA SMRITI is a government-run upper primary school located in the rural BAGDAH block of NORTH TWENTY FOUR PARGANA district, West Bengal, India. Established in 2006 under the Department of Education, this co-educational institution caters to students from classes 5 to 8. The school’s primary language of instruction is Bengali.

The school building, a government structure, houses four classrooms in good condition, providing ample space for learning. While lacking a boundary wall and electricity connection, the school boasts a functional library with a collection of 200 books, indicating a commitment to fostering a reading culture amongst its students.

Access to clean drinking water is ensured through hand pumps, a crucial resource for the school’s hygiene and well-being. Sanitary facilities include two functional boys’ toilets and one functional girls’ toilet, addressing a fundamental need for a healthy school environment.

Despite lacking a playground, the school compensates with a functional computer, a valuable tool in today’s digital age, aiding in teaching and learning. However, the absence of computer-aided learning facilities suggests a scope for future technological upgrades.

The school’s commitment to student welfare is further exemplified by its provision of mid-day meals, prepared and provided on the school premises, ensuring that students receive adequate nutrition. The school’s two male teachers play a vital role in imparting knowledge and nurturing the students’ educational journey.

The school’s management structure is firmly rooted within the Department of Education, signifying a clear line of accountability and support. The absence of a pre-primary section indicates a focus on upper primary education, specializing in providing quality education for older students.

The school’s rural location underscores its vital role in providing educational opportunities to children in underserved areas. The absence of a head teacher mentioned in the data requires further clarification.

The school’s infrastructure, while functional, could benefit from future improvements, such as the addition of a boundary wall, electricity connection, and playground facilities to enhance the overall learning experience.

Despite the existing limitations, MSK. SURENDRA SMRITI plays a critical role in the community, providing essential education and supporting the development of young minds in a rural setting. The school’s dedication to providing mid-day meals and maintaining a library underscores its holistic approach to education.

The school’s future development might involve exploring opportunities to secure funding for infrastructure improvements and technology upgrades, ensuring that students receive the best possible educational experience. The consistent effort by the two male teachers to provide quality education amidst limited resources should be commended.