SUPER PERFECT DAY SCHOOL

SUPER PERFECT DAY SCHOOL was established in 2001 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in MAHESHTALA MUNICIPALITY block of SOUTH TWENTY FOUR PARGAN 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 Private building. It has got 4 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 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 1 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 Provided providing mid-day meal.

SUPER PERFECT DAY SCHOOL: A Profile of a Primary School in West Bengal, India

SUPER PERFECT DAY SCHOOL, established in 2001, is a private, co-educational primary school located in the urban area of Mahesh Tala Municipality, South Twenty Four Parganas district, West Bengal, India. The school offers classes from 1st to 4th standard, with Bengali as the medium of instruction. The school’s management is categorized as Pvt. Unaided, reflecting its independent operational structure. Its location ensures accessibility via all-weather roads. The academic year commences in April.

The school building is privately owned, and comprises four classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. The infrastructure includes a pucca, albeit broken, boundary wall and a reliable electricity connection. Drinking water is provided via functional hand pumps. A significant aspect of the school’s profile is the availability of one functional girls’ toilet.

The school’s teaching staff consists of seven teachers – four male and three female – providing a balanced gender representation within the faculty. The school’s leadership is headed by a single head teacher, Prasanta Banerjee. Interestingly, while the school has a pre-primary section, it doesn’t currently offer pre-primary teaching. This may be a reflection of enrollment patterns or resource allocation.

The school follows an academic structure that primarily caters to primary education (classes 1-5). The school does not, however, provide midday meals to students. Further, there is no library, playground, or computer-aided learning facilities present within the school premises. The lack of these amenities may reflect budgetary constraints or other operational priorities. The absence of computers and a computer lab is also notable.

The school’s operational structure reflects its private management, focusing primarily on providing basic primary education. The lack of additional facilities, while noticeable, shouldn’t be interpreted as a reflection of the quality of education provided. Instead, it might highlight the challenges faced by private schools in providing comprehensive educational experiences within resource constraints.

The school’s commitment to primary education is clear, with a faculty dedicated to providing instruction in Bengali. While lacking in some amenities typically found in larger or more well-resourced schools, SUPER PERFECT DAY SCHOOL remains a significant educational institution within its community, fulfilling a vital role in the provision of primary schooling.

The school’s profile highlights the diverse landscape of educational institutions in West Bengal, where schools like SUPER PERFECT DAY SCHOOL provide essential primary education while navigating inherent operational challenges. Further research might be needed to fully understand the specific circumstances influencing the availability of resources and facilities within the school’s operational structure.

The geographical location and urban setting of the school suggest its relevance to a specific community, providing a crucial service. Understanding the school’s impact requires analysis of student enrollment, teacher retention, and the overall learning outcomes achieved within its context. Future data collection and analysis could offer valuable insights into the challenges and successes of such institutions.

In conclusion, SUPER PERFECT DAY SCHOOL represents a segment of the educational landscape characterized by its focus on fundamental primary education. Further investigation into the school’s operational dynamics, student performance, and community engagement is crucial for a comprehensive understanding of its role and impact within the broader educational system of West Bengal.