PVT. BHAYABLA S.S.N S.C KENDRIYA PRATHAMIK VIDYALAYA

PVT. BHAYABLA S.S.N S.C KENDRIYA PRATHAMIK VIDYALAYA was established in 2009 and it is managed by the Unrecognised. It is located in Urban area. It is located in BASIRHAT MUNICIPALITY 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 2 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 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. BHAYABLA S.S.N S.C Kendriya Prathamik Vidyalaya: A Comprehensive Overview

PVT. BHAYABLA S.S.N S.C Kendriya Prathamik Vidyalaya, established in 2009, is an unrecognised, co-educational primary school located in the urban area of Basirhat Municipality, North Twenty Four Pargana district, West Bengal. The school’s unique identifier is 19114601806, and it operates from a private building.

The school’s curriculum focuses on primary education, encompassing classes 1 through 4, with Bengali as the primary language of instruction. The school’s academic year commences in April. A dedicated team of five teachers, including two male and three female educators, provides instruction to the students. The school is headed by Goutam Chowdhury.

The school’s infrastructure includes two classrooms in good condition, along with additional rooms for non-teaching activities and a separate space for the head teacher. While the school benefits from an electricity connection and hand pumps providing drinking water, it lacks a boundary wall and a dedicated playground. Additionally, the school does not currently offer a computer-aided learning program or library facilities. Separate functional toilets are available for boys and girls.

The school’s accessibility for students with disabilities is currently not addressed, as ramps are not available. The school does not provide midday meals. The school does not have a pre-primary section, and its location is easily accessible via an all-weather road.

The absence of a library and computer lab highlights potential areas for future development and improvement. The school’s unrecognised status might present challenges in accessing resources and support. However, the dedication of its teaching staff and the provision of basic amenities demonstrate a commitment to providing primary education within the community.

The school’s management structure as an unrecognised institution indicates a need for potential accreditation or affiliation with a recognized board to enhance its standing and access to resources. This would likely aid in strengthening its infrastructure, broadening its educational resources, and enhancing opportunities for students.

Further expansion of facilities like a library, playground, and computer lab could substantially enhance the educational experience for students, fostering a more enriching and engaging learning environment. The addition of a computer-aided learning program would introduce students to modern technology, preparing them for future educational advancements.

Investing in resources such as books for a library could encourage a love of reading and provide students with valuable research tools. Similarly, the creation of a playground would provide a vital space for physical activity and social development, contributing to students’ holistic well-being.

Improving the school’s facilities and obtaining official recognition would significantly benefit both the students and the community it serves. This would improve the school’s overall educational standards and contribute to the broader development of the region. The school’s commitment to education, despite its current limitations, offers a foundation upon which future growth and improvements can be built.

Addressing accessibility needs by installing ramps would ensure inclusivity and enable students with disabilities to fully participate in learning. Securing mid-day meals would also alleviate concerns about students’ nutritional needs, contributing to their concentration and overall academic performance. A structured approach to addressing these areas can significantly elevate the quality of education offered.