PVT. DEARA BAKTIARI K. MADRASAH

PVT. DEARA BAKTIARI K. MADRASAH was established in 1960 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in MADHYAMGRAM 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. Urdu 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 1 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 0 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. DEARA BAKTIARI K. MADRASAH: A Detailed Profile of an Urban Primary School in West Bengal

PVT. DEARA BAKTIARI K. MADRASAH, established in 1960, is a private, unaided co-educational primary school located in the urban area of MADHYAMGRAM MUNICIPALITY block, NORTH TWENTY FOUR PARGANA district, West Bengal. The school’s code is 19112602206, and it operates within a government-provided building. Instruction is primarily conducted in Urdu, catering to students from Class 1 to Class 4.

The school’s infrastructure includes a single classroom in good condition, along with two additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall and electricity connection, the school does provide access to clean drinking water through hand pumps. The school’s facilities also include two functional girls’ toilets. Importantly, the school does not offer a pre-primary section, midday meals, a library, a playground, or computer-aided learning. Ramps for disabled access are also not available. The school does not utilize computers for teaching.

The teaching staff comprises three teachers: two male and one female. The school follows a standard academic calendar, commencing its sessions in April. It is noteworthy that despite being a primary school (classes 1-5), the school only currently accommodates students up to class 4. The school’s management does not provide any further information regarding class 5 enrollment.

The school’s location in an urban area suggests convenient accessibility for students. However, the lack of several essential amenities, such as a boundary wall, electricity, a library, and playground, presents challenges. The absence of computer-aided learning further highlights the need for infrastructural improvements.

The school’s management structure as a private, unaided institution may impact its resource allocation and development capabilities. Further funding and support may be required to enhance the school’s infrastructure and provide a more comprehensive learning environment for its students.

The limited number of classrooms might necessitate creative scheduling and resource management to effectively cater to the student population. The school’s reliance on hand pumps for drinking water underscores the need for consistent monitoring to maintain its functionality and hygiene standards.

Despite these challenges, the existence of two functional girls’ toilets reflects a positive step towards providing a safe and hygienic environment for female students. The school’s single classroom and limited resources demonstrate the need for community involvement and potential partnerships to improve learning outcomes.

The lack of a library and computer-aided learning facilities presents a significant limitation to the quality of education. Access to digital resources and a wider range of learning materials could significantly enhance the learning experience.

The school’s management could explore potential partnerships with NGOs or government organizations to address infrastructural deficiencies and obtain essential resources such as computers, library books, and electricity. This collaboration could lead to significant improvements in the overall educational quality.

The availability of three teachers for the current student population suggests a reasonable teacher-student ratio. However, recruitment of additional teachers may become necessary if and when the school expands to include classes 5, thereby reducing the workload on existing staff.

The school’s urban location is advantageous, providing convenient accessibility for students and their families. However, further enhancements to infrastructure and resources would enhance the learning experience considerably. The school’s proximity to a municipality might open avenues for collaboration and potential assistance in infrastructure upgrades.

The pin code of 700135 aids in geographical location and helps in addressing mail and communication related matters. Further information about the school’s future plans and development strategies would help stakeholders understand the long-term educational goals for its students.

The information provided showcases PVT. DEARA BAKTIARI K. MADRASAH’s current state and identifies potential areas for growth and improvement. With concerted efforts to enhance its infrastructure, resources, and facilities, the school can better equip its students for a successful future.