PRASHIK PRE PRIMARY & PRIMARY SCHOOL, KATKARIPADA

PRASHIK PRE PRIMARY & PRIMARY SCHOOL, KATKARIPADA was established in 2015 and it is managed by the Unrecognised. It is located in Urban area. It is located in NAVI MUMBAI-URC1 block of THANE district of Maharashtra. The school consists of Grades from 1 to 1. 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. 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 2 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 Tap Water 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 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 Not Applicable providing mid-day meal.

Prashik Pre Primary & Primary School, Katkaripada: A Detailed Overview

Prashik Pre Primary & Primary School, Katkaripada, established in 2015, is an unrecognised, co-educational institution located in the urban area of Navi Mumbai, Thane district, Maharashtra. The school operates from a rented building and offers classes from the first grade. Its unique characteristic lies in its focus on early childhood education, featuring a dedicated pre-primary section.

The school’s infrastructure includes two classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teacher. While it lacks a boundary wall, the school boasts a reliable electricity connection and access to tap water. The absence of a playground and library reflects areas for potential future development.

The teaching staff comprises a single female teacher and three pre-primary teachers, delivering instruction primarily in English. The school’s commitment to early childhood development is evident in its three dedicated pre-primary teachers. The school’s management model is currently unrecognised.

The school’s operational aspects are straightforward. The academic year commences in April, and the school is easily accessible via an all-weather road. The provision of separate functional boys’ and girls’ toilets underlines the school’s commitment to basic hygiene and gender-specific needs.

The school’s academic focus is on primary education (grades 1-5), providing a foundation for young learners. The absence of computer-aided learning facilities and computers highlights an opportunity for technological integration to enhance the learning environment.

The school currently does not provide mid-day meals. This aspect may be subject to future policy changes or external support. The management could also consider exploring partnerships to improve the learning resources available.

While the school currently lacks a boundary wall, this could be addressed in future development plans to enhance security and define the school’s physical space. Similarly, the absence of a playground limits recreational opportunities for students, and the lack of a library hinders access to diverse reading materials.

The school’s location in an urban area provides access to various resources and services, but it also presents potential challenges related to space constraints and noise pollution. The school’s management could benefit from professional development opportunities.

The school’s modest infrastructure and resources, coupled with its dedicated teaching staff, provide a foundation for growth. Future enhancements could include securing recognition, developing the library and playground, and integrating technology into the classroom.

The school’s commitment to early childhood education, reflected in its dedicated pre-primary section and teachers, sets it apart. This focus on foundational learning underscores its importance within the community.

In summary, Prashik Pre Primary & Primary School represents a small-scale educational institution with a focus on early learning. Its future development will depend on securing recognition, improving infrastructure, and potentially expanding its resources.