KALYANDEEP K.C.NANAVATY SPL. SCHOOL

KALYANDEEP K.C.NANAVATY SPL. SCHOOL was established in 1956 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in URC-4 (ANDHERI) block of MUMBAI (SUBURBAN) 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. 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 Rented building. It has got 2 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 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 1 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.

Kalyandeep K.C. Nanavaty Special School: A Comprehensive Overview

Kalyandeep K.C. Nanavaty Special School, established in 1956, stands as a testament to the commitment to primary education in Mumbai. Operated under private aided management, this co-educational institution caters to students from class 1 to 4, offering a crucial foundation for their academic journeys. Situated in an urban area within the URC-4 (Andheri) block of Mumbai (Suburban) district, Maharashtra, the school’s accessibility is further enhanced by its all-weather road approach. The academic year commences in April, marking the beginning of a new learning cycle for its students.

The school’s infrastructure comprises a rented building, equipped with two well-maintained classrooms dedicated to instruction. Additional rooms support non-teaching activities, ensuring a comprehensive learning environment. A dedicated space serves as an office for the head teacher, facilitating smooth administrative processes. The school’s physical security is ensured by a sturdy pucca boundary wall. Reliable electricity access is a key feature, contributing to a comfortable learning atmosphere.

The school’s commitment to the well-being of its students extends to essential facilities. A readily accessible tap water source provides clean drinking water. Separate, functional toilet facilities are available for both boys and girls, ensuring hygiene and comfort. A dedicated playground offers a space for recreation and physical activity, promoting holistic development.

While the school currently lacks a library, the availability of one computer aids in teaching and learning. This highlights the school’s efforts to incorporate technology into its educational approach, despite the absence of a dedicated computer-aided learning lab.

The school’s faculty consists of eight female teachers and one head teacher, Daksha R Vyas. They work collectively to provide quality education, with Gujarati serving as the primary medium of instruction. The school’s commitment to providing a supportive and inclusive environment is apparent in its efforts to ensure that the learning experience caters to the specific needs of its students.

The absence of a pre-primary section, the reliance on a rented building, and the lack of a library indicate potential areas for future development and expansion. However, the school’s strong foundation, dedicated teachers, and functional basic facilities provide a positive learning environment for its students.

The school’s location in an urban area and its all-weather road access make it easily accessible to students. The provision of essential facilities such as electricity, water, and toilets ensures a comfortable learning experience. This underscores the school’s dedication to providing a functional and safe learning environment for its students.

The school’s management, being private aided, highlights the collaborative effort between the private sector and governmental support in ensuring quality education is available to students. This partnership indicates a collective commitment to the development of the educational landscape within Mumbai.

Kalyandeep K.C. Nanavaty Special School, despite its limitations, demonstrates a considerable effort in providing a basic but functional educational environment for its students. The dedicated teachers, the provision of essential facilities, and the focus on primary education showcase its significant role in the community. The school’s commitment to the well-being and academic success of its students remains paramount.

Further development and expansion of its facilities, such as the addition of a library and a computer lab, could significantly enhance the school’s educational capacity and provide students with even greater learning opportunities. This would build upon the strong foundation already established and allow the school to continue providing valuable educational services to the community.