ROSELAND ACADEMY

ROSELAND ACADEMY was established in 2014 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KHARGRAM block of MURSHIDABAD district of West Bengal. The school consists of Grades from 1 to 4. The school is Co-educational and it 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 Dilapidated building. It has got 3 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 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 Not Applicable providing mid-day meal.

Roseland Academy: A Rural Primary School in Murshidabad, West Bengal

Roseland Academy, a primary school located in the rural KHARGRAM block of MURSHIDABAD district, West Bengal, stands as a testament to the commitment to education in underserved areas. Established in 2014, this privately managed, co-educational institution provides essential primary education to students from Class 1 to Class 4. The school’s dedication to learning is evident in its comprehensive approach to education, which includes a dedicated pre-primary section.

Infrastructure and Facilities:

The school operates within a dilapidated building, yet it boasts three well-maintained classrooms dedicated to instruction. A functional playground offers students a vital space for recreation and physical activity, contributing to their holistic development. The academy’s commitment to accessibility includes functional boys’ and girls’ toilets, ensuring a safe and hygienic environment for all students. Hand pumps provide a reliable source of drinking water, crucial for maintaining students’ well-being throughout the school day. Importantly, the school benefits from a stable electricity supply. The lack of a boundary wall, however, remains an area requiring attention for enhanced security and safety.

Academic Details:

Roseland Academy uses Bengali as its primary language of instruction. The school employs a team of six teachers: five male teachers and one female teacher, complemented by two dedicated pre-primary teachers. This team provides a student-teacher ratio conducive to personalized attention and effective learning. The head teacher, MD NAZRUL HAQUE, leads the committed faculty in their mission to deliver quality education. The curriculum caters to primary students (Classes 1-4), and the school does not offer classes beyond the primary level.

Community Engagement and Future Needs:

The school’s rural location highlights the importance of its role within the community. It serves as a beacon of hope, providing educational opportunities to children who might otherwise lack access to formal learning. However, the school’s existing infrastructure presents challenges. The dilapidated building requires significant renovation to create a more conducive learning environment. The lack of a computer lab and library points to areas needing improvement to enhance the students’ learning experience and access to resources.

Accessibility and Transportation:

Roseland Academy is accessible via an all-weather road, ensuring that students can attend school regardless of weather conditions. This vital feature facilitates regular attendance and minimizes disruptions to the academic calendar. The school’s convenient location and accessibility are crucial factors contributing to its success in serving the local community.

Overall Assessment:

Roseland Academy faces several infrastructural challenges but demonstrates a strong commitment to providing primary education in a rural setting. The dedicated staff and the available resources make this school a valuable asset to the community. The school’s accessibility and functional amenities, despite limitations, showcase its ongoing efforts to improve educational opportunities for the children in its care.

Call to Action:

While the school has achieved much, there is still room for growth. Investments in infrastructure improvements, such as constructing a boundary wall and establishing a library and computer lab, would greatly enhance the students’ learning experience. Support for upgrading facilities would empower the school to better serve the community and provide the quality education the children deserve.

Conclusion:

Roseland Academy’s dedication to primary education in a rural area highlights the need for continued support and investment in educational infrastructure. Addressing the school’s infrastructural needs would create a more robust and supportive environment for the students, teachers, and the wider community. By enhancing the available resources, the school can continue to thrive and provide an even greater positive impact on the lives of its students.