MA. ANUSAYABAI SHANKARRAO GHOLAP PRI. ASHRAM SCH. BAHADARPURA

MA. ANUSAYABAI SHANKARRAO GHOLAP PRI. ASHRAM SCH. BAHADARPURA was established in 1996 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in KANDHAR block of NANDED 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 Rented building. It has got 8 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 But Broken 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 14 boys toilet and it is functional. and 14 girls toilet and it is functional. The school has a playground. The school has a 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 Provided and Prepared in School Premises providing mid-day meal.

MA. Anusayabai Shankarrao Gholap Pri. Ashram Sch. Bahadarpura: A Comprehensive Overview

MA. Anusayabai Shankarrao Gholap Pri. Ashram Sch. Bahadarpura, established in 1996, is a private aided co-educational primary school located in the rural KANDHAR block of NANDED district, Maharashtra. Operating under the “Others” board for classes 10 and 10+2, it offers instruction from Class 1 to Class 7, primarily in Marathi. The school’s commitment to providing a well-rounded education is evident in its various facilities and resources.

The school’s infrastructure comprises a rented building with eight well-maintained classrooms, catering to the needs of its students. The presence of a functional playground and a library, although currently lacking books, highlights the school’s dedication to providing a holistic learning environment that extends beyond the classroom. Access to clean drinking water through a tap water facility is also ensured. The school’s commitment to safety is reflected in its well-maintained toilet facilities; fourteen for boys and fourteen for girls.

Further enhancing the learning environment is the availability of electricity and a computer for educational purposes. While computer-aided learning isn’t currently implemented, the presence of the computer suggests a potential avenue for future technological integration in education. The school’s physical structure is characterized by a pucca but broken boundary wall. The school also boasts a separate room for the head teacher. Notably, the school operates as a residential school, offering private accommodation to its students.

The school’s faculty consists of a dedicated team of nine teachers: seven male and two female. This strong teaching force is instrumental in providing quality instruction and guidance to the students. The school’s management is committed to providing nutritious meals, with midday meals prepared and provided on school premises.

The school’s rural location adds a unique dimension to its educational approach, potentially incorporating local contexts into the curriculum. The absence of ramps for disabled children presents an area for potential future improvement in accessibility and inclusivity.

The school’s commitment to education is further highlighted by its long-standing presence in the community, continuously providing educational opportunities to children in the rural area. The school’s dedicated teachers, adequate infrastructure, and meal provision demonstrate a commitment to student well-being and academic success.

Despite its existing strengths, the school has potential areas for development. Enhancing the library with a collection of books would significantly enrich the learning experience, and the addition of ramps could create a more inclusive environment for students with disabilities. Implementing computer-aided learning could further enhance teaching methodologies and prepare students for the digital age.

MA. Anusayabai Shankarrao Gholap Pri. Ashram Sch. Bahadarpura is a crucial educational institution serving a rural community, providing primary education and fostering a supportive learning environment. Its enduring presence showcases its commitment to the academic advancement and holistic development of its students. Its focus on providing a well-rounded education within its available resources highlights the significant contribution it makes to the community.