TIORPARA DHAMATALA

TIORPARA DHAMATALA was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in ULUBERIA-I block of HAORA 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 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 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 30 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.

Tiorpara Dhamatala Primary School: A Profile

Tiorpara Dhamatala, a government primary school (ID: 643381) located in the rural heart of Uluberia-I block, Howrah district, West Bengal, stands as a testament to the enduring commitment to primary education in the region. Established in 1954 under the Department of Education, this co-educational institution provides crucial foundational learning for children from Class 1 to Class 4. The school’s dedication is evident in its comprehensive approach, encompassing both academic and infrastructural aspects.

Academic Excellence and Infrastructure:

The school boasts four well-maintained classrooms, facilitating effective instruction for its students. Bengali serves as the primary medium of instruction, catering to the local linguistic landscape. The presence of a dedicated library, stocked with 30 books, underscores the school’s commitment to fostering a love of reading and learning beyond the curriculum. A significant asset is the provision of mid-day meals, prepared and served within the school premises, ensuring that students receive adequate nourishment to support their learning. Furthermore, the school’s commitment to accessibility is reflected in the availability of ramps for disabled children.

Staff and Resources:

The dedicated teaching staff consists of one male teacher, two female teachers, and two pre-primary teachers, ensuring a student-teacher ratio conducive to individual attention. The presence of a Head Teacher, Murari Mohan Samui, provides strong leadership and guidance within the school. The school’s resources include one functional boys’ toilet and one functional girls’ toilet, addressing essential hygiene needs. The school benefits from a reliable electricity connection, facilitating a more conducive learning environment. The availability of hand pumps provides a dependable source of drinking water for the students and staff.

Community and Future:

The school’s location in a rural area speaks volumes about its integral role within the community. It serves as a vital hub for primary education, contributing significantly to the region’s educational landscape. The school’s commitment to providing a quality education, despite limited resources, showcases the dedication and perseverance of its staff in shaping young minds. While there is no playground currently present, the school’s overall functionality and services offer a strong foundation for students’ academic journey.

Challenges and Opportunities:

The school’s infrastructural limitations, including the absence of a boundary wall and a computer-aided learning lab, present opportunities for improvement and expansion. However, the school’s existing strengths, particularly its well-trained teaching staff and provision of essential amenities like drinking water and toilets, mitigate these limitations. Future development may focus on enhancing the school’s facilities to further elevate its educational offerings.

Conclusion:

Tiorpara Dhamatala Primary School embodies the essence of a dedicated institution striving to provide quality education amidst limitations. Its focus on fundamental education, coupled with its commitment to providing basic amenities, makes it a vital asset to its community. The school’s future growth will undoubtedly benefit from strategic investments and continued dedication from its staff and stakeholders. The dedication of its teachers, the provision of mid-day meals, and the availability of essential facilities all paint a picture of a school striving for excellence.

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