PVT. ANANDA MADRASAH PRIMARY

PVT. ANANDA MADRASAH PRIMARY was established in 1982 and it is managed by the Unrecognised. It is located in Rural area. It is located in SANDESHKHALI - I 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 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 2 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 Not Provided providing mid-day meal.

PVT. Ananda Madrasah Primary School: A Comprehensive Overview

PVT. Ananda Madrasah Primary School, established in 1982, is a private, co-educational institution located in the rural Sandeshkhali-I block of North Twenty Four Parganas district, West Bengal. Operating as an unrecognised school, it caters to students from Class 1 to Class 4, offering primary education only. The school’s instruction medium is Bengali, reflecting its commitment to local language learning.

The school’s infrastructure includes a private building with four classrooms, all maintained in good condition. Two functional boys’ toilets and two functional girls’ toilets are available on the premises. The school building is enclosed by a pucca boundary wall, and the facility benefits from a reliable electricity connection. Hand pumps serve as the primary source of drinking water for students and staff. Accessibility for students with disabilities is currently not facilitated by ramps.

The school’s teaching staff comprises two male teachers and a head teacher, MD Rofiq Ahamed. The school does not have a pre-primary section, nor does it provide midday meals. The absence of a library and computer-aided learning facilities is noteworthy, reflecting potential areas for future development. The school operates solely as a primary institution, with no higher secondary classes or affiliated higher educational programs available.

Despite the absence of certain facilities, the school plays a vital role in providing primary education to children in the rural area it serves. Its establishment in 1982 highlights its long-standing contribution to the community. The school’s accessibility via all-weather roads ensures consistent attendance for students regardless of weather conditions.

The school’s academic calendar commences in April, aligning with the standard academic year in the region. The school building also houses additional rooms designated for non-teaching activities and a dedicated space for the head teacher. The school’s management is dedicated to providing quality education within its available resources.

While the absence of a library and computer lab limits certain learning opportunities, the school’s focus on providing fundamental education within its resource constraints is commendable. The presence of adequate toilets and a reliable water source demonstrates commitment to basic student needs.

The school’s location in a rural area underscores its importance in bridging the education gap and providing access to learning opportunities for children in underserved communities. The school’s commitment to using Bengali as the primary language of instruction strengthens the connection to local culture and language preservation.

Future enhancements could include the addition of a library, computer lab, and improved facilities for students with disabilities. Securing recognition from educational authorities would also strengthen the school’s standing and expand access to resources and support.

Further development opportunities exist in providing midday meals to students, further boosting their overall well-being and educational participation. Exploring partnerships with local organizations could provide additional resources and facilitate the implementation of these improvements.

The information provided highlights the strengths and limitations of PVT. Ananda Madrasah Primary School. While challenges exist, the school’s continued operation for several decades demonstrates its resilience and commitment to educating the children of the community it serves. The information provided offers a clear and concise overview of this vital educational institution.