PRI ASRAM SCHOOL HANUMANTPADA(U)

PRI ASRAM SCHOOL HANUMANTPADA(U) was established in 1994 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in PEINT block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Private 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 7 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 5 boys toilet and it is functional. and 5 girls toilet and it is functional. The school has a playground. The school has a library and has 1559 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

PRI Asram School Hanumantpada(U): A Comprehensive Overview

PRI Asram School Hanumantpada(U), established in 1994, is a private aided co-educational primary school located in a rural area of the NASHIK district in Maharashtra, India. Operating under the “Others” board for classes 10 and 10+2, the school offers a comprehensive education from Class 1 to Class 7, utilizing Marathi as its primary instruction medium. The school’s commitment to providing a holistic learning environment is evident in its various facilities and programs.

The school’s infrastructure includes seven well-maintained classrooms dedicated to instruction, along with additional rooms for non-teaching activities and a separate office for the head teacher, Jagadale Khanderao T. A substantial library houses 1559 books, supporting the students’ academic pursuits. The presence of a playground ensures ample opportunity for physical activity and recreational development. The school boasts five boys’ toilets and five girls’ toilets, all functional, and importantly, ramps are available for students with disabilities.

Further enhancing the learning environment, the school benefits from a reliable electricity supply and readily available tap water. Importantly, PRI Asram School Hanumantpada(U) is a residential school, providing private accommodation for its students. This comprehensive approach ensures a supportive environment conducive to academic excellence and personal growth. The school’s eight teachers, including the head teacher, contribute significantly to the delivery of a high-quality education.

The school’s commitment extends beyond academics, encompassing the provision of mid-day meals, prepared and served on the school premises, ensuring students receive adequate nutrition. The school’s dedication to providing a conducive learning environment is further reinforced by the presence of a computer for educational purposes. While not equipped with a computer-aided learning lab, the available computer represents a valuable resource.

With its robust infrastructure, qualified teachers, and supportive environment, PRI Asram School Hanumantpada(U) stands as a testament to quality education in a rural setting. The school’s dedication to its students is clearly reflected in its holistic approach to learning, encompassing not just academics, but also nutrition, recreation, and accessibility.

The school’s location in a rural area underlines its important role in providing educational opportunities to children in underserved communities. Its private nature, coupled with its aided status, suggests a blend of private initiative and public support. This model may serve as a potential example for other schools striving to provide quality education in rural contexts.

The availability of resources such as a library with a significant collection of books, and a functional computer, highlights the school’s proactive approach to enhancing learning experiences. Such resources are crucial in bridging the digital divide and fostering a love of learning among the students. The presence of a playground also emphasizes the importance of physical activity and overall well-being.

The school’s commitment to accessibility, as demonstrated by the provision of ramps for disabled children, underscores its inclusive nature and dedication to fostering an environment where all students can thrive. This commitment to inclusivity is commendable and sets a positive example for other educational institutions.

In conclusion, PRI Asram School Hanumantpada(U) represents a significant educational resource within its community, offering a well-rounded education in a supportive and accessible environment. Its contributions extend beyond academics, encompassing nutrition, recreation, and accessibility, demonstrating a holistic approach to student development. This dedication, coupled with its resourceful management and dedicated staff, positions the school as a vital component of the community’s educational landscape. The school’s commitment to providing quality education in a rural setting serves as an example for other institutions aiming to expand access to education in similar areas.