MAHARSHI ARVIND (NON GR)

MAHARSHI ARVIND (NON GR) was established in 1995 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in PETLAD block of ANAND district of Gujrat. The school consists of Grades from 1 to 4. The school is Co-educational and it 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 Private 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 No Boundary Wall 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 no playground. The school has a library and has 110 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 7 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Maharishi Arvind (Non GR) Primary School: A Detailed Overview

Maharishi Arvind (Non GR) is a primary school located in the urban area of Petlad block, Anand district, Gujarat. Established in 1995, this co-educational institution is privately managed and offers education from Class 1 to Class 4, including a pre-primary section. The school’s instruction medium is Gujarati, reflecting the local linguistic landscape.

The school’s infrastructure includes eight well-maintained classrooms dedicated to teaching. Supporting facilities include a library stocked with 110 books, catering to the students’ reading needs. The school also boasts seven functional computers, though computer-aided learning is not currently implemented. Separate boys’ and girls’ toilets are available on the premises. Electricity is readily available, ensuring uninterrupted operations.

The school’s dedicated teaching staff comprises ten female teachers and one head teacher, Solanki Kinjalben M, providing a student-teacher ratio that facilitates focused learning. While the school has a pre-primary section with five dedicated teachers, it does not provide midday meals.

The school’s building is privately owned and lacks a boundary wall. The absence of a playground may limit certain extracurricular activities, although the school’s library compensates for this somewhat. The school operates without ramps, posing potential accessibility challenges for disabled students. Despite its urban location, access to drinking water is currently unavailable.

A significant aspect of the school’s history is its relocation to a new location. This move demonstrates a proactive approach to improving the learning environment. The school’s management is categorized as Pvt. Unaided, suggesting a commitment to providing quality education without heavy reliance on external funding. Further, the school’s affiliation is categorized under ‘Others’ for both Class 10 and Class 10+2 boards.

The availability of ten female teachers underscores the school’s commitment to providing quality education. The school’s private nature reflects a dedication to education independent of government oversight, allowing for potentially more flexible curricula or tailored approaches to student needs. The lack of midday meals might present a challenge for some students, and this aspect may warrant future consideration.

The school’s focus on Gujarati instruction reflects the local community’s needs, ensuring accessibility and cultural relevance. The presence of a well-stocked library, even without a dedicated computer lab, indicates a commitment to fostering a culture of learning and self-improvement through both traditional and modern tools. The absence of certain amenities, such as a playground and drinking water facilities, represents areas for potential future development.

The fact that the school shifted to a new location speaks to its commitment to continuous improvement and creating a more conducive learning environment. This proactive approach suggests a commitment to prioritizing student well-being and academic excellence. The successful operation of this school since its establishment in 1995 indicates community support and sustainable operational practices.

While the school’s resources are currently focused on core academic subjects and a strong base of female educators, future development could consider integrating a computer-aided learning program to enhance the learning experience. Addressing the lack of a playground and reliable drinking water would also significantly improve the overall school environment.

The commitment to providing education for both boys and girls within the existing infrastructure highlights the school’s dedication to inclusive practices. While improvements could be made, the successful functioning of Maharishi Arvind (Non GR) over many years demonstrates a strong dedication to serving the community and providing a solid primary education within a challenging context.