GOLDEN KIDS ENG PRI SCHOOL DAVHA

GOLDEN KIDS ENG PRI SCHOOL DAVHA was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MALEGAON block of WASHIM district of Maharashtra. 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. 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 10 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 no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 14 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.

Golden Kids English Primary School Davha: A Comprehensive Overview

Golden Kids English Primary School Davha, established in 2010, is a private, unaided co-educational institution located in the rural area of Malegaon block, Washim district, Maharashtra. The school caters to students from Class 1 to Class 4, offering instruction exclusively in English. Its commitment to quality education is evident in its well-maintained facilities and dedicated teaching staff.

Infrastructure and Resources:

The school operates from a rented building, equipped with ten classrooms in excellent condition. Beyond the classrooms, two additional rooms facilitate non-teaching activities. A significant feature is the presence of a playground, providing ample space for children’s physical activities and recreation. Importantly, the school has made provisions for accessibility, including ramps for disabled students. Furthermore, the school’s commitment to technology is evident in its possession of fourteen functional computers, although computer-aided learning is not currently implemented. The school also benefits from a reliable electricity supply. The school’s location is easily accessible via an all-weather road, ensuring consistent attendance for students.

Teaching Staff and Academic Focus:

The school boasts a dedicated teaching staff of five, comprising two male teachers and three female teachers. The primary focus is on providing a high-quality primary education, with the academic year commencing in April. The school’s commitment to providing a well-rounded education is further emphasized by its partially completed boundary wall, offering a level of security and privacy. The presence of separate functional boys and girls toilets highlights the school’s dedication to providing a safe and comfortable environment for all students.

Addressing Needs and Future Growth:

While the school does not currently offer a pre-primary section or a library, the presence of a playground, computers, and accessible facilities speaks volumes about the school’s dedication to the well-being and education of its students. The provision of ramps signifies a commitment to inclusivity and accessibility for all students. The school’s strategic location and accessible infrastructure contribute to the learning experience.

Community Engagement and Future Goals:

The school’s rural location highlights its role in providing essential educational services to a community that might otherwise lack such opportunities. The school’s positive attributes – classrooms, a playground, computers, and accessible facilities – contribute to the overall learning environment. This commitment to quality education suggests a proactive approach to improving the lives of its students and the broader community.

Conclusion:

Golden Kids English Primary School Davha represents a significant educational resource in its rural community. Its dedication to providing a quality primary education in English, combined with its accessible facilities and dedicated teaching staff, positions the school favorably within the local educational landscape. The school’s focus on providing a supportive and inclusive learning environment, marked by the presence of ramps and separate toilets, makes it a valuable asset to the community it serves. The future direction of the school is likely to involve further development and enhancement of its facilities and resources to cater to its continued growth.