HATHIYA - 1 SCH

HATHIYA - 1 SCH was established in 1964 and it is managed by the Local body. It is located in Rural area. It is located in BHILODA block of ARAVALLI district of Gujrat. 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. Gujarati 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 Government building. It has got 6 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 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 705 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Hathiya-1 School: A Comprehensive Profile

Hathiya-1 School, established in 1964, serves the rural community of Bhiloda block in Aravalli district, Gujarat. Managed by the local body, this government-run institution provides primary and upper primary education (grades 1-8) to its students. The school’s commitment to education is evident in its well-equipped facilities and dedicated teaching staff.

The school’s infrastructure includes six classrooms in good condition, ensuring a conducive learning environment for its students. Further enhancing the learning experience are a well-stocked library boasting 705 books, a playground for recreational activities, and a computer-aided learning lab equipped with 11 computers. Access to clean drinking water, via a functional tap water system, is also provided.

The school’s commitment to inclusivity is reflected in its provision of ramps for disabled children, ensuring equal access to education for all. Separate functional toilets for boys and girls are available, meeting the basic hygiene needs of the students. The presence of electricity ensures a comfortable and functional learning space throughout the day. The school’s partially constructed boundary wall provides a measure of security.

The school’s teaching staff comprises seven dedicated educators, including four male teachers and three female teachers, led by head teacher, Prajapati Bharatkumar D. Gujarati serves as the medium of instruction, connecting the curriculum to the local language and culture. The school also prepares and provides midday meals on its premises, ensuring that students receive proper nutrition.

The school’s operational details showcase its consistent functioning. Academic sessions begin in April, following the standard academic calendar. The co-educational nature of the school promotes inclusivity and fosters a diverse learning environment. The school’s management is committed to providing a well-rounded education to the children of the area.

The availability of a computer-aided learning lab underlines the school’s adoption of modern educational technology. This facilitates engaging and interactive learning experiences, preparing students for a technology-driven world.

The school’s commitment to providing quality education is further exemplified by the presence of a library. This encourages a love for reading and promotes self-learning, supplementing classroom instruction.

The combination of a dedicated teaching staff, supportive infrastructure, and a commitment to modern teaching methodologies demonstrates the school’s efforts to nurture young minds in the community. The school’s location in a rural area highlights its crucial role in bridging the educational gap and fostering development in its surroundings.

The school’s management structure, under the local body, signifies a collaborative approach to education management, leveraging community resources and engagement. This approach reflects a community-centered approach to education, crucial for a sustainable and effective learning environment.

In conclusion, Hathiya-1 School is a valuable asset to its community, providing quality primary and upper primary education with a well-rounded approach to student development. Its commitment to modern technology, accessible infrastructure, and dedicated teachers provides a strong foundation for the academic and personal growth of its students.