AADARSH PRI SCH

AADARSH PRI SCH was established in 1963 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in IDAR block of SABAR KANTHA district of Gujrat. 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. Gujarati 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 Private 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 4 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 15 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.

AADARSH PRI SCH: A Profile of a Gujarat Primary School

AADARSH PRI SCH, a private primary school in Gujarat, India, offers a glimpse into the educational landscape of the region. Established in 1963, this co-educational institution serves students from Class 1 to Class 4, providing a crucial foundation for their academic journey. The school’s urban location within the IDAR block of SABAR KANTHA district ensures accessibility for the community it serves. Instruction is primarily conducted in Gujarati, reflecting the local linguistic context. The school’s operational structure, along with its infrastructure and resources, provide valuable insight into its capabilities.

The school’s physical infrastructure comprises a private building with four classrooms, all in good condition. These classrooms serve as the core learning spaces, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The presence of a pucca boundary wall and reliable electricity ensures a safe and functional learning environment. A key feature is the availability of tap water, a crucial element for hygiene and sanitation within the school. Furthermore, the school boasts a playground, promoting physical activity and holistic development among its students.

Sanitation facilities are provided with four functional boys’ toilets and two functional girls’ toilets. Importantly, ramps for disabled children are available, demonstrating a commitment to inclusivity. The school’s technological resources include fifteen functional computers, though it currently lacks a dedicated computer-aided learning lab.

The school’s teaching staff consists of six female teachers and one head teacher, Shah Ritaben U., highlighting the significant female presence in the educational workforce. The school’s management is private and unaided, reflecting its independent operational structure. The school’s academic focus is strictly primary education (Classes 1-5), with the curriculum aligned with the “Others” board for Class 10 and Class 10+2 examinations.

The school operates under a unique operational calendar, commencing its academic year in April, distinct from the standard academic schedules in many other parts of India. This may reflect local practices or specific educational planning considerations. The absence of a pre-primary section and mid-day meal program further define the school’s current provisions.

While the school lacks a library, the presence of a playground and sufficient sanitation facilities demonstrate a focus on both academic and holistic development. The availability of computers suggests an intention to integrate technology into learning, although the absence of a dedicated computer lab indicates potential areas for future development and resource allocation.

The school’s commitment to accessibility is highlighted by the inclusion of ramps for disabled children. This underscores the school’s dedication to inclusive education, enabling children with disabilities to participate fully in the learning environment.

The school’s overall infrastructure, including its building, classrooms, toilets, and playground, appears to be adequate for its current student population. However, the absence of a library and a computer-aided learning lab represents areas where investment and expansion could enhance the educational opportunities available to students.

The information provided highlights AADARSH PRI SCH as a functioning primary school serving its community. The school’s focus on providing a basic education within the limitations of its resources and the absence of certain facilities suggests areas where potential improvements could enhance its offerings to students.

Further information regarding student enrollment, curriculum details, and future development plans would provide a more comprehensive understanding of this important educational institution. Nevertheless, the available data provides a valuable snapshot of AADARSH PRI SCH and its contribution to the local educational landscape.