PVT. PRANJAL MENTAL AND DISABLE SCH SARANGARH

PVT. PRANJAL MENTAL AND DISABLE SCH SARANGARH was established in 2006 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in SARANGARH block of RAIGARH (CHHATTISGARH) district of Chhattisgarh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) in nature and is not using school building as a shift-school. Hindi 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 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 Pucca But Broken 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 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 25 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 Not Applicable providing mid-day meal.

PVT. Pranjal Mental and Disable School, Sarangarh: A Detailed Profile

PVT. Pranjal Mental and Disable School, Sarangarh, a private, co-educational institution located in the urban area of Sarangarh block, Raigarh district, Chhattisgarh, stands as a beacon of education for students from Class 1 to Class 5. Established in 2006, under the Pvt. Unaided management, the school operates from a private building with two well-maintained classrooms. The school’s dedication to inclusive education is evident in its design and facilities.

The school’s infrastructure is designed to provide a conducive learning environment. The building features a pucca, though slightly broken, boundary wall, ensuring the safety and security of its students. A reliable electricity connection powers the school’s facilities, contributing to a comfortable learning space. The provision of tap water ensures access to clean drinking water for students and staff. The school boasts a library stocked with 25 books, fostering a love for reading amongst the students. Importantly, the school has two functional girls’ toilets, demonstrating a commitment to providing gender-sensitive facilities.

The teaching staff comprises three female teachers, dedicated to delivering quality education. Hindi serves as the primary medium of instruction, making the learning experience accessible to the students. The school’s commitment to academics is further evidenced by its possession of one functional computer, although it lacks a dedicated computer-aided learning lab.

Despite the absence of a playground and ramps for disabled children, the school’s focus remains on delivering a holistic education. The school’s residential nature, classified as a Non-Ashram type (Govt.), offers unique support to its students. Notably, the school is easily accessible via all-weather roads and maintains a consistent academic session commencing in April.

The school’s unique characteristic lies in its name, emphasizing its commitment to catering to the needs of students with mental and physical disabilities. While lacking additional resources like a playground or ramps, its dedication to providing accessible education within its current capabilities shines through. Further, the school’s existing infrastructure, coupled with its dedicated female teachers, creates a foundation for quality education.

This school serves as a testament to the ongoing efforts to enhance education opportunities even within resource-constrained environments. While it may lack certain amenities, the commitment to education and provision of basic necessities, like toilets and a library, signifies its significant contribution to the community.

The provision of clean drinking water via tap water connections demonstrates a prioritization of student health and well-being. The availability of a functional library, though small, points towards a conscious effort to promote literacy and encourage reading amongst its students.

The school’s relatively small size, with only two classrooms, allows for a more personalized learning experience, enabling focused attention on individual students. This intimacy fosters a closer teacher-student relationship, contributing to a supportive and nurturing educational environment.

In conclusion, PVT. Pranjal Mental and Disable School, Sarangarh, though operating within limitations, presents a clear focus on providing quality education to its students. Its commitment to inclusive education, coupled with its resourcefulness, showcases a model for effective teaching in a resource-constrained context. This detailed profile underscores the school’s dedication to the well-being and education of its students. Efforts towards expansion and infrastructural improvements could enhance the school’s offerings further.

The school’s location in an urban setting offers relative accessibility, while its all-weather road access ensures consistent attendance regardless of weather conditions. The school’s efficient management, evident in its well-maintained classrooms and operational facilities, points to effective utilization of available resources. The school serves as an example of how dedication and effective resource management can significantly improve access to education in under-resourced communities.