SSK. NAYABASTIYA NAJRUL SMRITY

SSK. NAYABASTIYA NAJRUL SMRITY was established in 2002 and it is managed by the Department of Education. It is located in Rural area. It is located in BADURIA 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 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 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 doesn’t 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 24 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.

SSK. Nayabastiva Najrul Smriti Primary School: A Detailed Overview

SSK. Nayabastiva Najrul Smriti, a primary school nestled in the rural landscape of Baduria block, North Twenty Four Pargana district, West Bengal, stands as a testament to the commitment to education in the region. Established in 2002 under the Department of Education’s management, this co-educational institution offers a nurturing environment for young learners.

The school’s infrastructure comprises a government-provided building, housing three well-maintained classrooms dedicated to instruction. These classrooms are supplemented by two additional rooms catering to non-teaching activities, along with a designated space for the school’s head teacher. While lacking a boundary wall and electricity connection, the school provides essential amenities including functional boys’ and girls’ toilets and hand pumps for drinking water, ensuring a basic level of comfort and hygiene.

The school’s academic focus is on primary education, encompassing classes 1 through 4. Instruction is delivered in Bengali, and the curriculum extends to include a pre-primary section, catering to even younger children. The school’s commitment to holistic education is evident in the presence of a library stocked with 24 books, offering valuable resources for students’ learning and development. The absence of a playground, however, limits the opportunities for physical activity and recreation.

The dedicated teaching staff comprises three female teachers, who are responsible for delivering a quality education to the students. The provision of midday meals, prepared and served on-site, addresses a crucial aspect of students’ well-being by ensuring proper nutrition to support their learning process. The absence of computers and a computer-aided learning lab indicates opportunities for potential future enhancements and growth.

Accessibility remains a key consideration for the school. While situated in a rural area, it is conveniently accessible via all-weather roads. The school’s adherence to the academic calendar ensures a consistent learning environment, commencing its academic session in April each year.

The school’s management is committed to providing the best possible education within the available resources. The lack of electricity and a boundary wall highlights the need for future development and improvement of infrastructure. However, the presence of a functional library and midday meal program demonstrates a commitment to supporting students’ educational journey.

The school’s commitment to education shines through the dedication of its teachers and its efforts to provide a basic but functional educational experience for the children in the rural community. Future improvements in infrastructure and resources would further enhance its capabilities.

The school’s information provided highlights its foundational role in the community, offering a crucial educational service within its limitations.

The absence of certain amenities presents opportunities for future development and improvement. The community’s engagement is vital in ensuring the school’s continued growth and success.