KAI.B.R.PATIL MAD.VID.CHA.PURI

KAI.B.R.PATIL MAD.VID.CHA.PURI was established in 2000 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MALEGAON block of NASHIK district of Maharashtra. The school consists of Grades from 5 to 12. 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 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 Pucca 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 1200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

KAI.B.R.PATIL MAD.VID.CHA.PURI: A Comprehensive Profile of a Rural Maharashtra School

KAI.B.R.PATIL MAD.VID.CHA.PURI, a private aided school located in the rural Malegaon block of Nashik district, Maharashtra, stands as a testament to educational provision in rural India. Established in 2000, this co-educational institution caters to students from class 5 to class 12, offering a comprehensive upper primary, secondary, and higher secondary education. Instruction is primarily conducted in Marathi, reflecting the local linguistic landscape. The school’s commitment to accessibility is evidenced by its ramps for disabled students, ensuring an inclusive learning environment.

The school’s infrastructure comprises a rented building equipped with six classrooms in excellent condition. Two additional rooms support non-teaching activities, and a dedicated space serves as the head teacher’s office. A solid pucca boundary wall encloses the premises, offering security and a defined learning space. The presence of electricity ensures a conducive learning environment, while a well-maintained playground provides a vital outlet for physical activity and recreation.

Adding to its resources, the school boasts a functional library containing 1200 books, promoting a culture of reading and academic enrichment. Although the school provides midday meals prepared on-site, it currently lacks a reliable source of drinking water, a significant area for potential improvement.

The school’s teaching staff consists of a dedicated team of 11 male teachers and one female teacher. This dedicated faculty ensures a student-teacher ratio that allows for personalized attention, fostering effective learning outcomes. The school follows the State Board curriculum for both class 10 and class 12 examinations, providing students with a recognized and well-structured academic pathway.

Technological integration, while not fully realized, is present in the form of four functioning computers, demonstrating a nascent commitment to incorporating technology into the curriculum. The absence of a computer-aided learning lab, however, suggests an area where future development could significantly enhance the learning experience.

The school’s physical location and accessibility are noteworthy. Situated in a rural area, it is approachable via all-weather roads, ensuring that students can attend school regardless of weather conditions. The academic year commences in April, aligning with the broader Indian educational calendar.

The school’s management, being privately aided, highlights the involvement of both private and government support in its operation. This blended model could offer opportunities for further development and improvement, building on existing strengths and addressing current limitations.

The school’s history of having shifted to a new location underscores its adaptability and commitment to providing quality education, even amidst challenges. The absence of a pre-primary section, however, could be explored as a potential avenue for expansion and increased community engagement.

In conclusion, KAI.B.R.PATIL MAD.VID.CHA.PURI serves as a vital educational hub in its rural community. While it faces certain challenges, particularly regarding drinking water access and a fully developed technology infrastructure, its commitment to providing a comprehensive education, inclusive environment, and dedicated faculty positions it as a valuable asset to the region. Future development in key areas could solidify its position as a leading institution in rural Maharashtra.