SAHIS PARA G.S.F.P.

SAHIS PARA G.S.F.P. was established in 1985 and it is managed by the Department of Education. It is located in Urban area. It is located in KANDI (M) 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 Government 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 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 a library and has 302 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.

SAHIS PARA G.S.F.P.: A Comprehensive Overview of a West Bengal Primary School

SAHIS PARA G.S.F.P. is a primary school located in the urban area of KANDI (M) block, MURSHIDABAD district, West Bengal. Established in 1985, this co-educational institution is managed by the Department of Education and offers classes from 1 to 4, with a pre-primary section also available. The school operates within a government building, boasting five classrooms in good condition, alongside additional rooms for non-teaching activities and a dedicated space for the head teacher.

Instruction is primarily conducted in Bengali, catering to the local linguistic needs of the students. The school’s commitment to providing a holistic education is evident in its inclusion of a library stocked with 302 books, fostering a love for reading and learning amongst its pupils. Access to clean drinking water is ensured through functional hand pumps, addressing a crucial aspect of hygiene and health within the school environment.

While the school lacks a playground and a boundary wall, it maintains essential facilities such as separate, functional boys’ and girls’ toilets, prioritizing the comfort and safety of its students. The presence of ramps for disabled children demonstrates a commitment to inclusivity and accessibility within the school’s infrastructure. The school’s mid-day meal program, where meals are prepared and served on the premises, guarantees proper nutrition for the students.

Despite lacking computer-aided learning facilities and computers, the school’s dedication to quality education remains apparent. The three female teachers work diligently to provide a supportive and nurturing environment for the students. The absence of male teachers, however, might present an area for future consideration. The school’s commitment to accessibility is further demonstrated by its readily accessible location, easily reachable via all-weather roads, ensuring consistent attendance, irrespective of weather conditions.

The school’s academic year commences in April, aligning with the regional academic calendar. The fact that the school is not residential simplifies administrative tasks and ensures a better home-school balance for students. The absence of a head teacher’s name in the provided data necessitates further investigation and may suggest a need for improved record-keeping practices.

The school’s reliance on hand pumps for drinking water, while functional, might present opportunities for upgrading to more modern and efficient water systems. The lack of a boundary wall, although not immediately detrimental, could benefit from future consideration for enhanced security and better campus demarcation. Despite these minor areas needing attention, SAHIS PARA G.S.F.P. plays a vital role in providing primary education to the community.

The school’s strong points include its commitment to providing a nutritious mid-day meal, the presence of a functional library, readily available clean water, and a focus on inclusive education by providing ramps for disabled access. These aspects suggest a dedication to providing a well-rounded and supportive learning environment.

Future development could focus on enhancing technological integration by incorporating computers and computer-aided learning, potentially improving the quality of education. The addition of a boundary wall would improve school security and help to foster a more contained learning environment.

Overall, SAHIS PARA G.S.F.P. stands as a significant contributor to primary education in the MURSHIDABAD district, providing essential educational services to the local community. While improvements can be made, the school’s dedication to its students and commitment to providing a foundational education is undeniable. Further information, particularly regarding the head teacher and any plans for future development, would enrich this overview.