KATHOLIYA PIPALA FALIYA

KATHOLIYA PIPALA FALIYA was established in 2006 and it is managed by the Local body. It is located in Rural area. It is located in LIMKHEDA block of DOHAD district of Gujrat. The school consists of Grades from 1 to 5. 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 3 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 Hand Pumps 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 100 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Katholiya Pipala Faliya Primary School: A Comprehensive Overview

Katholiya Pipala Faliya Primary School, established in 2006, serves the rural community of Limkheda block in Dohad district, Gujarat. Managed by the local body, this government school provides primary education (classes 1-5) to students in a co-educational setting. The school’s commitment to its students is evident in its various facilities and resources.

The school building, constructed of pucca material, houses three well-maintained classrooms designed for effective learning. The school environment is further enhanced by the presence of a library stocked with 100 books, encouraging a love for reading amongst the students. A functional playground ensures that physical activity and recreation are also integral parts of the school experience.

Providing for the basic needs of the students, the school boasts access to electricity and functional hand pumps providing clean drinking water. Separate and functional toilets are available for boys and girls, reflecting a commitment to hygiene and inclusivity.

The school’s academic environment is characterized by a dedicated teaching staff. Two male and two female teachers provide instruction in Gujarati, the medium of instruction at the school. A single head teacher, Mr. BARIA MAHESHBHAI S, leads the team, ensuring effective school management and academic excellence. The total teaching staff of four individuals works to provide a holistic learning experience for the children.

The school’s infrastructure also contributes to a conducive learning environment. The presence of a pucca boundary wall ensures a secure and contained space for learning. Furthermore, the presence of a playground facilitates physical activity and healthy development of students. The provision of a midday meal, prepared on school premises, addresses the nutritional needs of the students and guarantees their well-being.

While the school does not currently have a computer lab or offer computer-aided learning, the existence of a library and playground highlights the school’s focus on providing a balanced learning experience that goes beyond the purely academic. The school’s location in a rural area underlines its crucial role in providing quality education to children in underserved communities.

Despite its strengths, the school also faces some limitations. The absence of ramps poses challenges for children with disabilities, highlighting a potential area for future improvements. While the current facilities are adequate, strategic investments in modern technology and resources could further enhance the quality of education provided.

The school’s dedication to providing a comprehensive education within its resource constraints is commendable. Its commitment to student welfare, evident in the provision of clean water, separate toilets, and midday meals, signifies the school’s focus on overall student development. The school’s strategic location in a rural area underscores its critical role in educational access and opportunity for children in its community.

The information presented reflects the current state of Katholiya Pipala Faliya Primary School. Any future developments or improvements in facilities and resources will further enhance the learning environment and the educational opportunities provided to its students.

The school’s success in providing primary education in a rural setting serves as an example of the importance of community-based education initiatives in bridging educational gaps and ensuring access for all children. Continued support and investment in this vital institution will contribute to the bright futures of the students it serves.