ADARSH BALAK MANDIR HIGH.SCH (PETH)

ADARSH BALAK MANDIR HIGH.SCH (PETH) was established in 2002 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in WALWA block of SANGLI district of Maharashtra. The school consists of Grades from 8 to 10. 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. Marathi 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 Rented building. It has got 1 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 Barbed Wire Fencing 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 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 1298 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 12 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Adarsh Balak Mandir High School: A Comprehensive Overview

Adarsh Balak Mandir High School (PETH), established in 2002, is a private aided co-educational institution located in the rural area of WALWA block, SANGLI district, Maharashtra. The school’s primary focus is secondary education, catering to students from classes 8 through 10. Its instruction medium is Marathi, reflecting the local linguistic context. The school operates from a rented building and boasts a well-maintained infrastructure despite its modest size.

Infrastructure and Resources

The school’s infrastructure, while modest, effectively supports its educational goals. The single classroom is described as being in good condition, and is supplemented by two additional rooms for non-teaching activities. A dedicated room is also available for the headmaster or teachers. The school is securely enclosed by barbed wire fencing and benefits from reliable electricity. A clean and accessible source of drinking water (tap water) is available for students. Separate functional toilet facilities are provided for both boys and girls. The school grounds also include a playground, fostering physical activity and recreational opportunities for students.

Academic Focus and Resources

The school’s academic curriculum follows the State Board for class 10. The library holds a substantial collection of 1,298 books, supporting independent learning and research among students. Notably, the school provides a mid-day meal, ensuring that students’ nutritional needs are met. The presence of twelve functional computers aids teaching and learning, although a dedicated computer-aided learning lab is absent. The school employs a total of five teachers, including four male teachers and one female teacher, indicating a balanced teaching staff.

Accessibility and Inclusivity

Ramps for disabled students are in place, demonstrating the school’s commitment to inclusivity. While a pre-primary section is not available, the existing focus on secondary education provides a clear and targeted learning environment for the students it serves. The school’s commitment to providing a safe and accessible learning environment is evident in its provision of a library, playground, and other essential amenities. The school’s location, accessible by all-weather roads, contributes to its accessibility for students.

Operational Details and Management

The school is managed privately and follows an academic calendar starting in April. It lacks a residential component; it is not a boarding school, nor does it serve as a shift school within a shared building. The available information indicates that the school is diligently managing its resources to offer the best possible educational experience to its students within the limitations of its size and resources.

Community Involvement and Future Prospects

Adarsh Balak Mandir High School plays a vital role in its community, providing secondary education and fostering a supportive learning environment. The school’s consistent efforts to provide a safe, accessible, and supportive learning experience for its students demonstrates its dedication. Further development and expansion of resources could enhance its capabilities even further.

School Profile Summary

In conclusion, Adarsh Balak Mandir High School provides essential secondary education in a rural setting, effectively utilizing its resources to serve its students. The school’s dedication to accessibility, safety, and a supportive learning atmosphere are evident in the provided data.

Conclusion

The information presented paints a picture of a modest yet functional school striving to provide a quality education to its students. Its commitment to its community is noteworthy, and ongoing efforts towards improvement and growth will undoubtedly further strengthen its impact.

Keywords: Adarsh Balak Mandir High School, SANGLI, Maharashtra, secondary education, rural school, private aided school, co-educational school, State Board, Marathi medium, school infrastructure, school resources.