LATE CHIN.PURKE UPP PRI ASHRAM SCHOOL, MAREGAON

LATE CHIN.PURKE UPP PRI ASHRAM SCHOOL, MAREGAON was established in 2003 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in MAREGAON block of YAVATMAL district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 Private building. It has got 7 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 Barbed Wire Fencing 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 6 boys toilet and it is functional. and 6 girls toilet and it is functional. The school has a playground. The school has a library and has 209 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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.

LATE CHIN.PURKE UPP PRI ASHRAM SCHOOL: A Comprehensive Overview

LATE CHIN.PURKE UPP PRI ASHRAM SCHOOL, nestled in the rural expanse of Maregaon, Yavatmal district, Maharashtra, stands as a testament to educational commitment. Established in 2003 under the Pvt. Aided management, this co-educational institution caters to students from Class 1 to Class 7, offering a primary and upper primary education (1-8). The school’s dedication to providing quality education is evident in its robust infrastructure and committed teaching staff.

Infrastructure and Resources:

The school boasts a well-maintained private building, encompassing 7 classrooms designed to facilitate effective learning. Beyond the classrooms, the school offers additional spaces for non-teaching activities, including a dedicated room for the headmaster or teachers. A sturdy barbed wire fencing ensures the safety and security of the premises. Electrification ensures a conducive learning environment, irrespective of the time of day. The school’s playground fosters physical activity and recreation, while a well-stocked library, containing 209 books, encourages a love for reading and knowledge acquisition. Importantly, ramps are provided to ensure accessibility for students with disabilities. The presence of 6 boys’ and 6 girls’ toilets underscores the school’s commitment to hygiene and sanitation.

Teaching Staff and Curriculum:

The school’s dedicated team of 8 teachers, comprising 7 male and 1 female teacher, collectively strive to nurture the intellectual and personal growth of its students. Marathi serves as the medium of instruction, allowing for a culturally relevant learning experience. The school employs 3 computers to support teaching and learning, however, a dedicated computer-aided learning lab is currently absent.

Other Key Features:

The school’s location, accessible via an all-weather road, ensures ease of access for students and staff alike. The academic session commences in April, aligning with the broader educational calendar. The school functions as a residential facility, further demonstrating its dedication to students’ well-being.

Further Details and Contact Information:

Additional information regarding the school’s specific academic programs, admission procedures, and extra-curricular activities can likely be obtained by contacting the school directly. Unfortunately, contact details such as phone number and email address are not provided in the available data.

Accessibility and Inclusivity:

The presence of ramps demonstrates the school’s commitment to inclusivity, ensuring accessibility for students with disabilities. However, details on any specialized support or accommodations for students with special needs are not provided.

Community Engagement and Future Plans:

While details on community engagement initiatives are not explicitly mentioned, the school’s role within the Maregaon community is undoubtedly significant. Further information on future plans for expansion or improvement of facilities would be valuable for understanding the school’s long-term vision.

Conclusion:

LATE CHIN.PURKE UPP PRI ASHRAM SCHOOL represents a significant educational resource in the rural community of Maregaon. The information shared provides a glimpse into its structure, resources, and commitment to education. Further investigation into the school’s day-to-day operations, community involvement, and future plans would paint a more comprehensive picture of its contributions to the region.