ARVIND INDO PUBLIC SCHOOL, KONDHALI

ARVIND INDO PUBLIC SCHOOL, KONDHALI was established in 2012 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KATOL block of NAGPUR district of Maharashtra. The school consists of Grades from 1 to 3. 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. English 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 9 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 Partial 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 a 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 2 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.

Arvind Indo Public School, Kondhali: A Comprehensive Overview

Arvind Indo Public School, Kondhali, a private co-educational institution located in the rural area of Katol block, Nagpur district, Maharashtra, opened its doors in 2012. The school, managed privately without external aid, offers primary education from classes 1 to 3, with a dedicated pre-primary section. Instruction is primarily conducted in English.

The school’s infrastructure includes a private building housing nine classrooms, all in good condition. These classrooms are complemented by two additional rooms for non-teaching activities, ensuring a conducive learning environment. A partial boundary wall provides some security, while reliable electricity ensures uninterrupted operations.

The school prioritizes student well-being. Separate functional toilets are available for both boys and girls. While drinking water facilities are currently unavailable, the presence of a playground and a library stocked with ten books contributes to a holistic learning experience. The school’s commitment to accessibility is evident through the provision of a playground for recreational activities.

The school’s academic focus centers on primary education (classes 1-5). The dedicated teaching staff consists of one male teacher and five female teachers, alongside five pre-primary teachers, totaling six teachers. The school utilizes two functional computers for teaching and learning purposes, though a dedicated computer-aided learning lab is absent.

Despite the lack of computer-aided learning facilities, the school emphasizes a strong foundation in English. The absence of a midday meal program highlights an area for potential future development, though the existing resources and facilities suggest a focused effort to deliver quality primary education. The school’s rural location provides a unique context for its educational mission.

The school’s infrastructure, while modest, appears to meet the basic needs of its students. The availability of separate toilets for boys and girls, as well as a playground and a library, all contribute to a comprehensive learning environment.

The school’s relatively small size allows for individualized attention, potentially fostering a strong teacher-student relationship. The presence of both male and female teachers provides diverse perspectives and role models for the students.

Furthermore, the school’s establishment in 2012 indicates a growing commitment to education within the community. Its continued operation reflects the community’s ongoing need for quality primary education in the region.

The school’s commitment to providing primary education in a rural setting is commendable. While certain facilities may need upgrading in the future, the existing infrastructure supports the core educational mission.

In conclusion, Arvind Indo Public School, Kondhali offers a vital educational service to its community, focusing on providing quality primary education within its accessible facilities. Future development may include addressing the lack of a midday meal program and enhancing digital learning resources, but its current operation demonstrates a significant commitment to education in the rural setting.