SUTCHHRA TERISA N. SCHOOL

SUTCHHRA TERISA N. SCHOOL was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in PINGLA block of PASCHIM MEDINIPUR 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. 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 6 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 112 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Sutchhra Terisa N. School: A Comprehensive Profile

Sutchhra Terisa N. School, established in 2001, is a primary school located in the rural area of PINGLA block, PASCHIM MEDINIPUR district, West Bengal. Operated under private unaided management, this co-educational institution offers classes from 1 to 4, providing education to students in the Bengali language. The school building, provided by the government, comprises six classrooms in good condition, along with additional rooms for administrative and non-teaching purposes.

The school’s infrastructure includes essential facilities such as electricity and hand pumps for drinking water. A functional library houses 112 books, supporting students’ learning beyond the classroom. While the school lacks a playground and a boundary wall, it offers ramps for disabled children, ensuring accessibility for all. Two computers are available for educational use, although computer-aided learning is not currently implemented. The school does not currently offer midday meals.

The school employs a total of eight teachers, including two male teachers and six female teachers, led by Head Teacher VIVEKANANTA DEY. The school’s commitment to quality education is evident in its dedicated teaching staff, which includes one head teacher. The provision of a library and ramps for students with disabilities showcases the school’s focus on inclusivity and access to resources.

The school’s location in a rural area highlights its vital role in providing educational opportunities to children in underserved communities. The lack of a boundary wall, while a noted feature, does not diminish the school’s dedication to providing a functional and relatively well-equipped learning environment.

The availability of toilets for both boys and girls underscores the school’s commitment to providing a safe and hygienic environment for its students. The absence of a playground, while noted, does not detract from the school’s provision of essential educational resources and facilities.

The school’s reliance on hand pumps for drinking water reflects the realities of its rural setting. The school’s accessibility via an all-weather road ensures that students can attend school consistently regardless of weather conditions. The academic session begins in April, following the standard academic calendar.

The school’s commitment to providing a functional and safe learning environment, combined with its dedicated teachers and essential facilities, makes it a valuable asset to the community it serves. The absence of certain amenities, such as a playground and computer-aided learning, should be viewed within the context of the school’s resource constraints and location.

The absence of pre-primary sections indicates that the school focuses specifically on providing primary education. While the school does not provide midday meals, its core function of providing quality primary education remains its primary focus.

The school’s operational framework within the private unaided management structure is noteworthy. This model allows for flexibility and autonomy in managing resources and adapting to the needs of the community it serves. Further support and resources could enhance the school’s capabilities in the future.

Despite the absence of some modern amenities, Sutchhra Terisa N. School provides a crucial educational service to the local community, fostering learning and development in a predominantly rural setting. Its dedication to providing quality education, with a focus on accessibility and inclusivity, is commendable.