S.V.SRIMATI PRATHAMIK VID

S.V.SRIMATI PRATHAMIK VID was established in 1991 and it is managed by the Unrecognised. It is located in Urban area. It is located in ASHOKENAGAR-KALYANGARH MUNICIPALIT 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. Others 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 5 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 Tap Water and it is functional. The school has 0 boys toilet and it is functional. and 0 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 Applicable providing mid-day meal.

S.V.Srimati Prathamik Vid: A Detailed Profile of an Urban Primary School in West Bengal

S.V.Srimati Prathamik Vid, a primary school located in the urban area of Ashoknagar-Kalyangarh Municipality, North Twenty Four Parganas district, West Bengal, offers a glimpse into the educational landscape of the region. Established in 1991, this co-educational institution is managed by an unrecognized body, catering to students from Class 1 to Class 4. The school operates within a private building, equipped with five classrooms conducive to learning. The instructional medium is “Others,” signifying a unique approach to education within the local context.

The school’s infrastructure, while functional, is limited in scope. The absence of a boundary wall might present certain security considerations, while the lack of a playground and library restricts extracurricular activities and access to supplementary learning resources. However, the availability of tap water ensures access to clean drinking water, a crucial aspect of a healthy learning environment. The school’s electricity connection facilitates the use of educational tools and resources dependent on power supply.

The teaching staff comprises three teachers, with a balance of one male and two female educators. The presence of a dedicated head teacher, Kartic Ch. Sammadder, ensures administrative oversight and guidance for both students and faculty. Although the school does not provide mid-day meals, the existing infrastructure and staffing suggest a commitment to delivering basic primary education within the community.

The school’s academic focus is strictly primary, covering Grades 1 through 4. The absence of pre-primary sections indicates the school’s specialized role within the educational ecosystem. Similarly, the school’s non-residential nature reflects its focus on daytime learning and community engagement. The school’s “Others” designation for the Board for Class 10 and Class 10+2 suggests an affiliation with a non-state board or an alternative assessment structure.

Despite the lack of computer-aided learning facilities and the absence of ramps for disabled access, the school’s commitment to providing basic education remains evident. This underscores the need for ongoing support and development in areas like technology integration, infrastructure improvements, and potentially, the exploration of partnerships with organizations that can help bridge these gaps.

The accessibility of the school via an all-weather road is a significant advantage, ensuring consistent attendance despite weather conditions. The April commencement of the academic session aligns with the typical school calendar in the region. The limited information available regarding the school’s contact details – the absence of a phone number or email address – could be improved to enhance communication with parents and the wider community.

Future development efforts might focus on securing official recognition, expanding infrastructure to include a library and playground, and integrating technology to enhance the learning experience. The provision of mid-day meals could also significantly benefit students’ well-being and academic performance.

The school’s contribution to the local community is undeniable, providing essential primary education to children in the area. Further development and support could elevate the quality of education offered and better equip students for future academic pursuits.

In conclusion, S.V.Srimati Prathamik Vid stands as a testament to the dedication of its teachers and the commitment to providing primary education within a resource-constrained environment. Future investment in infrastructural development and technology integration will undoubtedly augment the school’s capacity to foster a more holistic and enriching learning experience. This detailed profile provides a comprehensive understanding of the school’s structure, limitations, and potential for future growth.

The school’s unique characteristics, such as its “Others” instructional medium and the absence of certain amenities, emphasize the need for tailored support programs and interventions that specifically address the needs of schools like S.V.Srimati Prathamik Vid, ensuring equitable access to quality education for all students.