GANDHI CITY PUBLIC SCHOOL PUYGAON

GANDHI CITY PUBLIC SCHOOL PUYGAON was established in 2006 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in DEOLI block of WARDHA district of Maharashtra. The school consists of Grades from 1 to 8. 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. 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 Rented building. It has got 15 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 5 boys toilet and it is functional. and 5 girls toilet and it is functional. The school has a playground. The school has a library and has 2000 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 24 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Gandhi City Public School: A Comprehensive Overview

Gandhi City Public School, located in Puygaon, Wardha district of Maharashtra, India, is a co-educational primary and upper-primary school offering education from classes 1 to 8. Established in 2006, this private, unaided institution stands as a significant educational hub within its urban community. The school’s infrastructure includes a rented building equipped with 15 well-maintained classrooms and additional spaces for non-teaching activities, ensuring a conducive learning environment.

The school’s commitment to quality education is reflected in its resources. A well-stocked library houses 2,000 books, catering to diverse reading interests. The presence of a playground ensures that physical activity remains an integral part of the students’ development. Furthermore, the school utilizes 24 functional computers, although it currently lacks a dedicated computer-aided learning lab. Tap water provides a reliable source of drinking water for the students and staff. Five boys’ and five girls’ toilets are available, enhancing hygiene and sanitation.

The school’s dedicated teaching staff comprises 13 teachers, including 5 male and 8 female educators, led by Head Teacher Dube P. English serves as the medium of instruction, enabling students to develop strong English language skills. The school building is enclosed by a sturdy pucca wall, offering a safe and secure learning space. A reliable electricity connection further ensures uninterrupted classroom activities.

Accessibility is ensured through an all-weather road connecting the school to the surrounding area. The school’s academic year commences in April, following the standard academic calendar. The school’s management emphasizes its commitment to providing quality education to students in the area. With a total of 13 teachers, the student-to-teacher ratio indicates a focus on individual attention and effective learning.

The absence of a pre-primary section and the “Others” designation for class 10 and 10+2 boards highlight the school’s current educational focus on the primary and upper-primary levels. The school operates within a well-defined structure, adhering to established norms for private educational institutions in the region.

The school’s location in an urban setting reflects its integration within the local community. The availability of essential amenities such as a library, playground, and functional sanitation facilities underscore the school’s dedication to providing a holistic learning environment.

The school’s management, a private unaided entity, contributes to the diversity of educational options within Wardha District. The school’s infrastructure and resources reflect a commitment to providing a functional and reasonably equipped learning environment for its students. The staff’s composition, with a balance between male and female teachers, indicates a diverse and experienced team dedicated to fostering learning.

The institution’s relatively young age (established in 2006) suggests ongoing growth and development. The school’s reliance on a rented building signifies potential for future expansion and infrastructural upgrades. The school’s adherence to a standard academic calendar and the use of English as the medium of instruction places the institution within a well-defined educational framework.

Future plans for the school might include the incorporation of computer-aided learning programs, expanding the library resources, and potentially adding a pre-primary section to cater to a broader range of students’ needs. These additions would further enhance the school’s capacity and cater to the evolving educational landscape. The school’s consistent operation and its commitment to education make it a valuable asset to the community it serves.