NAGSEN PRIMARY SCHOOL DIGHORI(MOTI)

NAGSEN PRIMARY SCHOOL DIGHORI(MOTI) was established in 1984 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in LAKHANDUR block of BHANDARA 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. 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 4 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 no library and has 0 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.

Nagsen Primary School Dighori(Moti): A Detailed Overview

Nagsen Primary School Dighori(Moti), located in the rural area of Lakhandur block, Bhandara district, Maharashtra, is a private aided co-educational institution established in 1984. Serving students from Class 1 to Class 4, it provides primary education using Marathi as the medium of instruction. The school’s commitment to providing a quality learning environment is evident in its infrastructure and resources.

The school building, a private structure, houses four well-maintained classrooms dedicated to teaching. In addition to these, the school features other rooms for non-teaching activities and a separate space for administrative purposes. A sturdy pucca boundary wall surrounds the school premises, ensuring safety and security for the students.

Electricity reliably powers the school, facilitating both teaching and learning activities. The availability of hand pumps ensures access to clean drinking water for students and staff. Separate, functional toilets are provided for boys and girls, highlighting the school’s commitment to hygiene and gender inclusivity.

The school also boasts a playground, providing a crucial space for children to engage in physical activity and recreational pursuits. While the school currently lacks a library, the presence of a playground underscores the school’s dedication to the holistic development of its students. The school’s accessibility is further improved by its location on an all-weather road.

The school’s operational efficiency is significantly impacted by its two teachers – one male and one female – who are dedicated to providing a comprehensive education to the children. Meals are provided and prepared on the school premises, ensuring students’ nutritional needs are met. The school’s commitment to inclusive education is evident in its provision of ramps for disabled children, promoting equal access to learning for all. The school’s academic year commences in April, aligning with the broader educational calendar.

The school’s management actively strives to provide a conducive environment for learning. While it currently lacks computers and a computer-aided learning lab, its strong foundational elements and commitment to providing a quality education demonstrate its potential for further growth and improvement. The school’s location in a rural setting emphasizes its role in serving the educational needs of the community.

The absence of a pre-primary section and the designation of the school board for higher classes as “Others” highlight potential areas for future expansion and development. The school’s structure and resources suggest a commitment to providing fundamental education within its current capacity, emphasizing basic literacy and numeracy skills for its students.

Further development of the school’s resources, particularly the introduction of technology and the expansion of the library, could significantly enhance the educational experience. Despite these areas for improvement, the school’s dedication to its students and its strong foundational elements position it as a vital educational resource within its community. The school’s establishment in 1984 showcases its longevity and continued service to the children of Dighori(Moti).

The effective use of resources, the maintenance of the physical infrastructure, and the commitment of the teachers highlight the school’s ability to function effectively despite its limited resources. The school represents a cornerstone of educational access in the rural community it serves. Further investment in technology and library resources could significantly enhance the quality of education it offers, ensuring its continued success in shaping the future generation.