BABANDADA PRI SCHOOL

BABANDADA PRI SCHOOL was established in 1997 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in MADHA block of SOLAPUR district of Maharashtra. The school consists of Grades from 1 to 7. 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 7 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 Others boundary wall. The school has doesn’t 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 20 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 Provided but not Prepared in School Premises providing mid-day meal.

Babandada Pri School: A Comprehensive Overview

Babandada Pri School, established in 1997, is a privately aided co-educational primary school located in the urban area of Madha block, Solapur district, Maharashtra. Operating under the “Others” board for classes 10 and 10+2, the school offers instruction from Class 1 to Class 7, utilizing Marathi as its primary language of instruction. The school’s academic year commences in April.

The school’s infrastructure consists of a rented building equipped with seven classrooms, all in good condition. Two additional rooms support non-teaching activities, and a dedicated space serves as the head teacher’s office. The school’s boundary wall is constructed of other materials, and it currently lacks an electricity connection. While the school lacks a dedicated drinking water source, a playground and a library stocked with 20 books are available for students. Importantly, the school provides mid-day meals, although these are not prepared on the premises.

Toilets are available for both boys and girls, with one facility for each gender. The school also possesses two functional computers, although it does not currently offer computer-aided learning programs. The school’s building is not suitable for students with disabilities; ramps are unavailable.

The school’s teaching staff comprises five male teachers. The school operates without a pre-primary section, and consequently, there are no pre-primary teachers. The school is not a residential facility, meaning students do not live on the premises.

Babandada Pri School’s commitment to education is evident in its provision of a learning environment, despite limitations in resources. Its location in an urban setting ensures accessibility for many students, and the availability of a library, playground and mid-day meal program significantly enhances the learning experience.

The school’s management structure, being privately aided, suggests a blend of public and private support. Further details about the specific funding sources and operational details are not readily available within this dataset.

The school’s continued operation for over two decades underscores its importance to the community. Its provision of essential services like mid-day meals suggests a dedication to addressing both educational and nutritional needs within the student population.

The lack of computer-aided learning and electricity, along with the absence of ramps for students with disabilities, presents areas for potential improvement and future development. Addressing these challenges could further enhance the learning environment and ensure inclusivity for all students.

Future growth and improvement opportunities exist for the school to consider. Acquiring electricity would significantly improve the learning environment, and the addition of computer-aided learning could further modernize the school’s curriculum. Investing in accessibility features for disabled students is also crucial for creating an inclusive and welcoming learning space.

The school’s continued dedication to providing quality education within the constraints of its resources showcases its resilience and unwavering commitment to the community. Babandada Pri School remains a valuable asset to the Madha community, contributing significantly to the educational development of its students.