PVT MAA BHAGABATI S.S N (S.C)K.P.V

PVT MAA BHAGABATI S.S N (S.C)K.P.V was established in 2007 and it is managed by the Unrecognised. It is located in Urban area. It is located in ASHOKENAGAR-KALYANGARH MUNICIPALIT 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 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 Private 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 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 Provided providing mid-day meal.

PVT Maa Bhagabati S.S N (S.C)K.P.V: A Detailed Profile of a West Bengal Primary School

PVT Maa Bhagabati S.S N (S.C)K.P.V is a private, co-educational primary school located in the urban area of Ashoknagar-Kalyangarh Municipality, North Twenty Four Parganas district, West Bengal. Established in 2007, this unrecognised school caters to students from Class 1 to Class 4, offering instruction primarily in Bengali. The school’s infrastructure includes four classrooms in good condition, housed within a pucca but broken building. While lacking certain amenities, its commitment to providing basic education remains central to its operation.

The school’s teaching staff comprises one male teacher and three female teachers, totaling four educators. The absence of a pre-primary section, computer-aided learning facilities, a library, and a playground distinguishes this school from more comprehensively equipped institutions. However, the provision of hand pumps ensures access to drinking water, a vital necessity for the students and staff.

The school’s operational details reveal a focus on fundamental education. It operates under a Bengali instruction medium and doesn’t provide midday meals. The lack of computer resources and a library underscores the need for future development and resource allocation. The absence of toilets also highlights a significant area requiring immediate improvement.

The school’s location within an urban setting suggests accessibility to some degree. However, further information on its precise location, along with latitude and longitude coordinates, would offer better clarity regarding accessibility, particularly for those relying on public transport.

The unrecognised status of the school implies that it may not receive the same level of government funding and support as recognised institutions. This lack of recognition could impact the school’s capacity to enhance its facilities and provide comprehensive educational resources.

The absence of a head teacher is noteworthy and necessitates further investigation. This leadership gap could influence the school’s overall management and the quality of education provided.

The school’s structure is characterized by a private building with four classrooms and a pucca, albeit broken, boundary wall. The lack of a playground and library limits opportunities for recreational activities and independent learning beyond formal instruction.

The hand pumps serving as the drinking water source highlight a need for improved sanitation facilities, including toilets. The existing infrastructure, although providing basic educational spaces, signifies potential for significant upgrades.

Despite these infrastructural limitations, the school’s dedication to educating students within its community is evident. The ongoing operation in the face of resource constraints reflects resilience and a commitment to providing primary education.

The information provided gives a fairly comprehensive, though limited, overview of PVT Maa Bhagabati S.S N (S.C)K.P.V. Further detailed information, particularly on school leadership and financial support, would enrich the understanding of this primary school’s unique operational challenges and opportunities.