PVT.JORA ASHATTALA KORANIA MADRASHA

PVT.JORA ASHATTALA KORANIA MADRASHA was established in 2005 and it is managed by the Pvt. Unaided. 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 Government building. It has got 0 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 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 a 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 Provided and Prepared in School Premises providing mid-day meal.

PVT. JORA ASHATTALA KORANIA MADRASHA: A Detailed Overview

PVT. JORA ASHATTALA KORANIA MADRASHA, a private unaided co-educational primary school, stands as a vital educational institution serving the urban community of Basirhat Municipality in North Twenty Four Pargana, West Bengal. Established in 2005, the school offers a crucial educational foundation for children in grades 1 through 4. Its location within a readily accessible area ensures ease of access for students.

The school’s infrastructure, while functional, presents areas for potential improvement. Housed in a government building, the school’s structure is comprised of a pucca, albeit broken, boundary wall. While lacking electricity and a computer-aided learning lab, the school compensates with other essential facilities. The provision of clean drinking water via hand pumps and functional girls’ toilets (two in total) demonstrates a commitment to the students’ well-being. The presence of a playground provides a valuable space for physical activity and recreation.

The school’s academic approach is rooted in the Bengali language, serving as the primary medium of instruction. This approach fosters a connection to the local culture and language. The school’s single female teacher plays a pivotal role in shaping young minds, delivering a curriculum that extends from class 1 to class 4. The school is affiliated with the “Others” board for both class 10 and 10+2 levels, suggesting flexibility in academic pathways.

Despite the absence of computers and a library, the school successfully implements a mid-day meal program, ensuring that students receive nourishment alongside their education. The provision of meals on-site speaks to the school’s holistic commitment to its students’ comprehensive development. The school’s operational model, without any head teachers or male teachers, relies on the dedication of a singular teacher to manage all aspects of the school’s educational framework.

The school’s management, under the private unaided structure, underscores the importance of community engagement in fostering education. The absence of a pre-primary section and the school’s non-residential nature emphasize its focus on providing quality primary education. The school’s operational practices, including its April academic start date, align with the regional educational calendar.

The school’s physical condition, including the need for boundary wall repairs and the lack of electricity, presents opportunities for improvement and potential upgrades. Securing additional resources to enhance these aspects could significantly impact the students’ overall learning environment.

The absence of specific information regarding the head teacher and contact details represents an area of potential development. Adding these details could improve transparency and enhance communication with parents and the wider community.

The dedication of the lone female teacher in providing quality education to the students showcases the remarkable resilience and commitment within the school’s operational model. This highlights a strength within a relatively resource-constrained environment.

The school’s location in an urban setting allows for relative ease of access and potential integration with community resources. This provides opportunities for further collaborations and enrichment activities.

Looking forward, PVT. JORA ASHATTALA KORANIA MADRASHA stands as a testament to the commitment to education in a potentially challenging environment. Further investment and support could elevate this school into an even more effective and thriving educational institution for the benefit of the local community.