PODAR INTERNATIONAL SCHOOL

PODAR INTERNATIONAL SCHOOL was established in 2013 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in VAGHODIYA block of VADODARA district of Gujrat. The school consists of Grades from 1 to 8. 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 Rented building. It has got 10 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 a library and has 10 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 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.

Podar International School: A Comprehensive Overview

Podar International School, established in 2013, is a co-educational primary and upper primary school (grades 1-8) located in the rural VAGHODIYA block of VADODARA district, Gujarat. Operated under private, unaided management, the school offers a valuable educational resource to the community. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school building, a rented facility, houses ten classrooms in good condition. These classrooms, alongside additional rooms for non-teaching activities and a dedicated space for the head teacher, provide ample space for learning and administration. The school is securely enclosed by a pucca (permanent) boundary wall and benefits from a reliable electricity connection.

Access to clean drinking water is ensured through functional hand pumps, a crucial provision in a rural setting. The school also prioritizes accessibility for students with disabilities, featuring ramps for convenient access to classrooms.

Further contributing to a conducive learning environment, Podar International School boasts a playground and a library stocked with ten books. These resources promote both physical activity and a love for reading, fostering holistic development among students.

The teaching staff comprises fifteen educators, including five male teachers and ten female teachers, led by head teacher PAL MEENU A. The instruction medium is English, providing students with a strong foundation in the language.

Technological resources are available, with ten functional computers supporting teaching and learning activities, though the school does not currently utilize computer-aided learning. The school’s commitment to infrastructure and resources indicates a dedication to providing a comprehensive education.

The school’s operational characteristics further highlight its commitment to education. The academic year commences in April. The school’s facilities include functional boys’ and girls’ toilets.

Podar International School’s location in a rural area emphasizes its role in bringing quality education to underserved communities. The school’s commitment to providing a supportive and resourceful learning environment is evident in its infrastructure, staffing, and educational approach.

The absence of a pre-primary section and the school’s private, unaided status highlight its distinct character. The school’s dedication to providing a robust education within a rural context makes it a significant contributor to the local community. The school’s future development and potential expansion will continue to be important factors in its ongoing contribution to the region’s educational landscape.