PARIKRAMA PUBLIC SCHOOL KASHTI

PARIKRAMA PUBLIC SCHOOL KASHTI was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SHRIGONDA block of AHMADNAGAR district of Maharashtra. The school consists of Grades from 1 to 12. 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. English 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 22 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 None and it is functional. The school has 12 boys toilet and it is functional. and 12 girls toilet and it is functional. The school has a playground. The school has a library and has 1685 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 42 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.

Parikrama Public School KAshti: A Comprehensive Overview

Parikrama Public School Kasthi, a private co-educational institution located in the rural area of ShriGonda block, Ahmednagar district, Maharashtra, has been providing quality education since its establishment in 2009. The school’s dedication to academic excellence is evident in its comprehensive curriculum, encompassing classes from 1 to 12, and its impressive infrastructure.

Academic Excellence and Infrastructure:

The school boasts 22 well-maintained classrooms, ensuring a conducive learning environment for its students. Its robust infrastructure includes a well-stocked library containing 1685 books, a spacious playground, and a reliable electricity connection. The school’s commitment to technology is demonstrated by its possession of 42 functional computers, although a dedicated computer-aided learning lab is currently absent. The building itself is a sturdy pucca structure, fully enclosed by a pucca boundary wall, providing a secure setting for learning.

Teaching Staff and Curriculum:

The school employs a dedicated teaching staff comprising 28 teachers – 8 male and 20 female educators – led by Head Teacher MANEEN J V. English serves as the primary medium of instruction. The curriculum follows the CBSE board for class 10, while class 12 adheres to other recognized boards. The school is not residential and does not offer a pre-primary section.

Facilities and Resources:

Parikrama Public School Kasthi prioritizes student well-being with separate, functional toilet facilities for both boys (12) and girls (12). While the school doesn’t currently provide midday meals, it does address the need for sanitation with functioning toilet facilities. The school, however, lacks a drinking water facility on its premises. The accessibility for students with disabilities is limited due to the absence of ramps.

Location and Accessibility:

Situated in a rural area, the school enjoys convenient access via an all-weather road. Its location and accessibility are key factors contributing to its ability to serve the local community effectively. The school’s operational year commences in April, aligning with the standard academic calendar.

Management and Governance:

Parikrama Public School Kasthi operates under a Pvt. Unaided management structure, demonstrating its independence and commitment to providing high-quality education. Its dedication to the community is apparent in its commitment to providing education across a broad range of classes, from primary to higher secondary levels.

Overall Assessment:

Parikrama Public School Kasthi offers a comprehensive education experience, characterized by its solid infrastructure, dedicated teaching staff, and wide-ranging curriculum. While certain areas like drinking water provisions and facilities for students with disabilities require further development, the school’s overall performance and commitment to student well-being are commendable.

Areas for Improvement:

Future improvements could focus on providing a reliable source of drinking water, constructing ramps to enhance accessibility for disabled students, and establishing a computer-aided learning lab to further integrate technology into the curriculum. While the existing facilities are adequate, these additions would significantly enhance the overall learning environment and inclusivity of the school.

Community Engagement:

The school’s presence in a rural area highlights its significant role in the local community. Its continued success depends on ongoing engagement with the community and responsiveness to its evolving needs. The school’s future growth will likely be shaped by its capacity to adapt and evolve while maintaining its commitment to providing quality education to its students.