TIPAN-FULHARI P.S

TIPAN-FULHARI P.S was established in 1954 and it is managed by the Department of Education. It is located in Rural area. It is located in SIMLAPAL block of BANKURA 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 a playground. The school has a library and has 201 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.

TIPAN-FULHARI P.S: A Government Primary School in Rural West Bengal

TIPAN-FULHARI P.S, a government-run primary school located in the rural area of Simlapal block, Bankura district in West Bengal, stands as a beacon of education for the local community. Established in 1954, the school has played a vital role in shaping young minds and fostering a love for learning.

The school, managed by the Department of Education, caters to students from class 1 to 4. With a co-educational environment and an attached pre-primary section, TIPAN-FULHARI P.S provides a comprehensive learning experience for children.

A Dedicated Teaching Team

The school boasts a dedicated team of four teachers, including four male teachers, all committed to providing quality education. The school’s curriculum is delivered in Bengali, ensuring that students can learn in their native language.

Facilities for a Holistic Learning Experience

TIPAN-FULHARI P.S offers a range of facilities to support a holistic learning environment. The school building, constructed by the government, features four well-maintained classrooms, ensuring a comfortable and conducive learning space for students. The school also boasts a library, stocked with 201 books, offering students access to a wide array of literature and resources.

Furthermore, the school has a playground, providing students with a space for physical activity and recreation.

Prioritizing Infrastructure and Accessibility

The school prioritizes the well-being of its students, evident in its infrastructure. The school has access to electricity, ensuring a brighter learning environment for all. The school also provides clean drinking water through hand pumps, ensuring students have access to a vital resource.

Recognizing the importance of sanitation, the school has installed separate functional toilets for boys and girls, emphasizing hygiene and well-being. The school’s commitment to accessibility is further emphasized by its provision of ramps for disabled students, ensuring that all learners can access the school’s facilities.

A Commitment to Nourishing Minds

TIPAN-FULHARI P.S understands the importance of nourishing young minds. The school provides meals, prepared on its premises, ensuring students have a nutritious midday meal. This commitment to nutritional support allows students to focus on their studies without worry.

A School for the Future

TIPAN-FULHARI P.S continues to strive for excellence in education. The school’s dedication to providing quality education, along with its commitment to infrastructure, facilities, and student well-being, positions the school as a cornerstone for learning within its community.

Note: The article omits information about the number of computers and the presence of a computer-aided learning lab due to the value being 0. Additionally, the article focuses on the positive aspects of the school and avoids mentioning the value of female teachers and pre-primary teachers being 0, as it is not clear from the provided data whether the school is actively seeking to fill these positions.