UTTAR BABUPUR PRY

UTTAR BABUPUR PRY was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in GAZOLE block of MALDAH 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 2 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 None 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 10 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.

Uttar Babupur Pry School: A Detailed Overview

Uttar Babupur Pry, a government primary school located in the rural area of GAZOLE block, MALDAH district, West Bengal, offers a valuable educational service to the community. Established in 2012 under the Department of Education, this co-educational institution provides primary education from classes 1 to 4, with an added pre-primary section. The school’s instruction medium is Bengali.

The school building itself is government-owned and comprises two well-maintained classrooms dedicated to teaching. Additional rooms are available for non-teaching activities, including a dedicated space for the head teacher. While lacking a boundary wall, the school benefits from electricity, and a functional library holds a collection of 10 books. Separate, functional toilets are provided for both boys and girls.

Despite the presence of a library, the school currently lacks a playground and computer-aided learning facilities. Further, the school does not have computers, and there is no ramp for students with disabilities. The drinking water facility is currently unavailable. The school’s midday meal program is fully functional, preparing meals on-site.

The school’s teaching staff consists of two male teachers, led by head teacher Kanai Chandra Sarkar. The school operates during the standard academic year, commencing in April. Accessibility is ensured through an all-weather road leading to the school. The school is non-residential.

Key Features of Uttar Babupur Pry School:

• Location: Rural GAZOLE block, MALDAH district, West Bengal.
• Management: Department of Education.
• Grades: 1 to 4, with a pre-primary section.
• Instruction Medium: Bengali.
• Building: Government-owned, with two classrooms and additional rooms.
• Facilities: Library (10 books), separate boys’ and girls’ toilets.
• Meals: Mid-day meal provided and prepared on-site.
• Staff: Two male teachers, one head teacher.

Areas for Potential Improvement:

While Uttar Babupur Pry School provides essential primary education, several areas present opportunities for improvement. The absence of a boundary wall could pose security concerns. The lack of a playground limits recreational opportunities for students. Additionally, the absence of computers and a computer-aided learning lab restricts access to modern teaching methods. The lack of drinking water facilities is a significant concern requiring immediate attention. Finally, the inclusion of ramps would enhance accessibility for students with disabilities.

Conclusion:

Uttar Babupur Pry School plays a vital role in providing primary education in its rural community. While the school offers essential facilities and committed teachers, targeted investments in infrastructure upgrades—especially in the areas of playground development, computer labs, drinking water provisions, and a boundary wall—would significantly enhance the educational experience and overall well-being of the students. This would better equip the school to meet the evolving needs of its students and contribute to their holistic development.