PURBA KHEJURBERIA 2 NO. F P SC

PURBA KHEJURBERIA 2 NO. F P SC was established in 1942 and it is managed by the Department of Education. It is located in Rural area. It is located in HINGALGANJ block of NORTH TWENTY FOUR PARGANA 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 3 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 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 a library and has 100 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.

Purba Khejuriberia 2 No. F P SC: A Rural Primary School in West Bengal

Purba Khejuriberia 2 No. F P SC, a government-run primary school, stands as a vital educational institution serving the rural community of Hingalganj block in North Twenty Four Parganas district, West Bengal. Established in 1942 under the Department of Education, this co-educational school provides primary education (Classes 1-4) and boasts a pre-primary section, catering to the youngest learners in the area.

The school’s infrastructure includes a government-provided building equipped with three classrooms in good condition. These classrooms, along with additional rooms for non-teaching activities and a dedicated space for the teaching staff, provide a functional learning environment. While the school lacks a boundary wall, it does benefit from a reliable electricity supply. Clean drinking water is readily available via functional hand pumps, ensuring the students’ health and hydration needs are met.

The school’s commitment to providing a wholesome learning experience extends beyond academics. It features a playground, crucial for children’s physical development and recreation. A library stocked with 100 books further enriches the learning process, offering students access to diverse reading materials. The availability of separate boys’ and girls’ toilets underscores the school’s dedication to providing a safe and hygienic environment for all.

The school’s instruction medium is Bengali, aligning with the local language and culture. The teaching staff comprises two male teachers, dedicated to imparting knowledge and shaping young minds. The school operates on a daily schedule, starting its academic sessions in April each year.

Meals are provided and prepared on the school premises, addressing the nutritional requirements of its students. This mid-day meal program is vital in ensuring that children have the energy and sustenance to focus on their studies.

The school’s rural location reflects its deep connection to the community it serves. It plays a critical role in the educational advancement of the children in this area, contributing to the overall development and progress of the region. Its emphasis on providing a safe, functional, and supportive environment, coupled with its readily available resources like a library and playground, demonstrates a clear commitment to holistic child development.

The school’s accessibility is further highlighted by its all-weather road approach. This ensures that students can reach the school consistently, irrespective of weather conditions. The absence of ramps for disabled children, however, presents an area for potential improvement and future development. The school’s lack of computers and a computer-aided learning lab also suggests a potential need for technological upgrades to stay abreast with modern teaching methodologies.

While the school’s current facilities effectively address the immediate needs of its students, exploring opportunities for infrastructural improvements, such as building a boundary wall and incorporating assistive technologies, could further enhance its educational capabilities and inclusivity. The school’s strong foundation, however, provides a robust platform for future enhancements and continuous growth. The dedication of its teaching staff and the school’s commitment to providing a well-rounded education make it a significant asset to the community.