TENTULBERIA SURENDRA PRY

TENTULBERIA SURENDRA PRY was established in 1955 and it is managed by the Department of Education. It is located in Rural area. It is located in MAHISADAL block of PURBA MEDINIPUR 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 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 60 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.

Tentulberia Surendra Pry School: A Profile

Tentulberia Surendra Pry, a government-run primary school, stands as a cornerstone of education in the rural landscape of West Bengal, India. Established in 1955, this co-educational institution provides primary education (classes 1-4) and boasts a dedicated pre-primary section, catering to the educational needs of young children from the surrounding community. The school’s management falls under the Department of Education, signifying its role in the broader public education system. Instruction is delivered primarily in Bengali, reflecting the local language and culture.

The school’s infrastructure includes a government-provided building with three classrooms, all maintained in good condition. While lacking a boundary wall, the school enjoys a reliable electricity supply and convenient access via an all-weather road. The provision of hand pumps ensures a consistent source of drinking water for students and staff. Sanitary facilities are available, with one functional boys’ toilet and one functional girls’ toilet catering to the students’ needs.

A notable feature of the school is its library, stocked with 60 books, supporting the students’ reading habits and providing access to supplemental learning materials. The school’s academic approach focuses on primary education, preparing students for their future academic pursuits. The school’s location in a rural setting underscores its crucial role in providing educational opportunities within a less urbanized region.

The teaching staff comprises five teachers, including three male teachers and two female teachers, dedicated to providing quality education to the students. The presence of a head teacher, Barun Mallik, provides experienced leadership within the school. The school operates from April onwards, adhering to the academic calendar typical of the region. The school also notably provides mid-day meals, ensuring students receive proper nutrition throughout their school day.

The school’s commitment to providing a well-rounded education is further evidenced by the inclusion of a dedicated room for the head teacher and other non-teaching activities, ensuring efficient school management and supportive spaces.

Although the school currently lacks a playground and computer-aided learning facilities, its functional classrooms, consistent water supply, and dedicated staff highlight its dedication to providing a fundamental education to the local community.

The school’s commitment to its students is clearly demonstrated through its consistent provision of meals prepared on the school premises, directly impacting student health and attentiveness. It also has its own dedicated Head Teacher’s room providing essential space for administrative tasks and teacher preparation.

The school’s location in the rural area of Mahisadal block within the Purba Medinipur district of West Bengal underscores its vital role in bridging the educational gap in underserved communities. The school’s lack of a boundary wall should not overshadow the importance of the education provided.

The absence of computer-aided learning should not detract from the focus on providing quality foundational education using traditional methods and resources. The school’s modest size and resources reflect the challenges faced by many rural schools while simultaneously demonstrating the resilience and dedication of the staff in providing primary education. Despite the limitations, the school plays a crucial role in the community.

In conclusion, Tentulberia Surendra Pry School provides essential primary education to the children of its rural community, despite its resource limitations. Its dedicated staff, provision of mid-day meals, and availability of basic facilities contribute to creating a positive learning environment, underscoring its importance in the educational landscape of West Bengal.