PRIMARY ASHARAM PANGARAN

PRIMARY ASHARAM PANGARAN was established in 1992 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in NAVAPUR block of NANDURBAR 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 Barbed Wire Fencing 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 7 boys toilet and it is functional. and 7 girls toilet and it is functional. The school has a playground. The school has a library and has 300 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 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.

PRIMARY ASHARAM PANGARAN: A Comprehensive Profile

PRIMARY ASHARAM PANGARAN, established in 1992, is a private aided co-educational primary school located in the rural area of NAVAPUR block, NANDURBAR district, Maharashtra. Operating under the State Board for classes 1 to 7, this school offers a valuable educational service to the community. The school’s instruction medium is Marathi, reflecting the local linguistic landscape. Its commitment to education is evident in its well-maintained infrastructure and dedicated staff.

The school boasts seven classrooms, each in excellent condition, ensuring a conducive learning environment for its students. Beyond the classrooms, the school provides additional space for non-teaching activities and a dedicated room for the head teacher. The school’s infrastructure includes a sturdy barbed wire fencing boundary wall, a reliable electricity connection, and a functional tap water supply for drinking water needs.

Toilets are provided separately for boys and girls, ensuring appropriate sanitation facilities for all students. A playground enhances physical activity and social interaction. The school also operates a library, providing access to 300 books, fostering a love for reading and learning among students. The availability of a library shows a commitment to enriching the learning experience beyond the classroom.

The school’s teaching staff comprises eight dedicated educators – six male teachers and two female teachers – ensuring personalized attention and guidance for the students. The head teacher, MAVCHI RAGHUVEL N., leads the team, overseeing the school’s academic and administrative operations. The school, being a residential school, provides private accommodations for its students, demonstrating its commitment to the welfare of the students under its care.

Technology plays a modest role in the school’s curriculum. The school possesses four functioning computers, which are employed for teaching and learning purposes, although it does not currently have a dedicated computer-aided learning lab. The school’s management prioritizes the nutritional well-being of its students by providing and preparing mid-day meals on the school premises. The school’s rural location and its efforts towards providing holistic education make it a valuable asset to the local community.

Despite the absence of ramps for disabled students and computer-aided learning facilities, the school demonstrates a dedication to providing essential educational resources within its existing capabilities. The lack of these features may indicate a need for further development and investment to ensure complete inclusivity and equip the school with cutting-edge technology. However, the existing infrastructure and dedicated staff still form a strong base for quality education in this rural area.

The school’s facilities are well-maintained and functional, supporting the learning process effectively. The presence of a playground, a library, and separate toilet facilities for boys and girls further underscores the school’s commitment to providing a comprehensive and supportive learning environment. The school’s status as a residential school adds a unique dimension to its educational offerings, fostering a sense of community among students.

The information provided highlights the school’s key features and underscores its role in the local community. Further information regarding the school’s academic achievements and future plans could enhance the overall understanding of its contribution to education in the region. This detailed profile of PRIMARY ASHARAM PANGARAN offers a clear understanding of its functioning and dedication to providing quality education within its resources.

The school’s management demonstrates a commitment to providing a supportive learning environment for its students. The provision of mid-day meals and residential facilities highlights the holistic approach to education. This dedication to the students’ welfare is a critical aspect of the school’s identity and should be commended.

Overall, PRIMARY ASHARAM PANGARAN stands as a testament to the importance of accessible education in rural areas. While further development is always desirable, its current infrastructure and commitment to its students form a robust foundation for future growth and educational excellence.