PRIV.AIDED PR.ASHHRAM SHENDI

PRIV.AIDED PR.ASHHRAM SHENDI was established in 1991 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in AKOLE block of AHMADNAGAR 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 Pucca boundary wall. The school has doesn’t 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 1138 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 35 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

PRIV. AIDED PR. ASHHRAM SHENDI: A Comprehensive Overview of a Rural Maharashtra School

PRIV. AIDED PR. ASHHRAM SHENDI, a private aided primary school located in the rural heart of Maharashtra, offers a glimpse into the educational landscape of India’s villages. Established in 1991, this co-educational institution caters to students from Class 1 to Class 7, providing essential primary and upper primary education. Its location in the AKOLE block of AHMADNAGAR district places it within a community deeply reliant on its services.

The school’s infrastructure is notable. Housed in a private pucca building, it boasts seven well-maintained classrooms, ensuring adequate space for learning. The presence of a functional library, stocked with 1138 books, underscores the school’s commitment to fostering a love of reading. Furthermore, a playground provides a vital space for recreation and physical activity, contributing to the holistic development of the students.

Sanitation facilities are well-equipped with five functional boys’ toilets and five functional girls’ toilets, reflecting a commitment to hygiene. The provision of tap water addresses the critical need for clean drinking water, crucial for the health and well-being of students. Accessibility is also considered, with ramps ensuring inclusivity for disabled children.

The school’s technological resources are noteworthy. Thirty-five functional computers are available, showcasing a dedication to integrating technology into the learning process. This, however, is not accompanied by a dedicated computer-aided learning lab.

The teaching staff comprises a team of eight teachers, including six male teachers and two female teachers, guided by one head teacher, BHANGARE R S. The instruction medium is Marathi, reflecting the local language and cultural context. The school’s management structure operates under a private aided model.

The school’s residential aspect is unique; it functions as a private residential school, providing a supportive environment for students. The absence of a pre-primary section and the provision of meals are noteworthy aspects, indicating areas for potential future development.

The school’s academic offerings extend from Class 1 to Class 7, covering the primary and upper primary levels. It is affiliated with other boards for Class 10th and 10+2, signifying its adaptability to diverse academic paths. Despite the availability of electricity, the connection is currently non-functional, presenting an area for improvement.

Although the school building itself is not used as a shift school, its all-weather road accessibility enhances convenience. The commencement of the academic year in April follows the standard schedule for many Indian schools.

In summary, PRIV. AIDED PR. ASHHRAM SHENDI serves as a vital educational pillar in a rural community. Its strengths lie in its accessible location, relatively well-maintained infrastructure, and a dedicated teaching staff. Areas for potential improvement include addressing the non-functional electricity and exploring the possibility of incorporating a computer-aided learning lab and midday meal program to further enhance the educational experience. The school’s commitment to residential support provides a unique and supportive learning environment for its students.