S M MAHINDRE UPP PRI. MAR SCHOOL, DIGRAS

S M MAHINDRE UPP PRI. MAR SCHOOL, DIGRAS was established in 2000 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in DIGRAS block of YAVATMAL district of Maharashtra. The school consists of Grades from 1 to 7. 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. 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 None and it is functional. The school has 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a 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 3 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.

S M Mahindra Upp Pri. Mar School, Digras: A Comprehensive Overview

S M Mahindra Upp Pri. Mar School, Digras, established in 2000, is a private aided co-educational primary school with an attached pre-primary section. Located in the urban area of Digras, Yavatmal district, Maharashtra, this institution serves students from Class 1 to Class 7, offering a comprehensive primary and upper primary education. The school’s commitment to providing quality education is evident in its well-maintained facilities and dedicated teaching staff.

The school boasts seven well-maintained classrooms, equipped to facilitate effective teaching and learning. Three boys’ toilets and three girls’ toilets ensure adequate sanitation facilities for students. The presence of a playground provides a crucial space for recreational activities and physical development, contributing to the holistic well-being of the children. The school’s management prioritizes safety and accessibility, with ramps installed for students with disabilities.

The teaching staff comprises a dedicated team of eight teachers, including six male teachers, two female teachers, and three pre-primary teachers. A head teacher leads the institution, ensuring the smooth operation of school activities. Marathi serves as the primary language of instruction, aligning with the local community’s needs. Meals are provided and prepared within the school premises, addressing the nutritional needs of the students. The school utilizes three computers for teaching purposes, though it currently lacks a dedicated computer-aided learning lab.

The school’s infrastructure includes a private building, although it lacks a boundary wall. However, reliable electricity ensures the smooth functioning of the school even during evenings or periods of low natural light. Notably, the school does not have a library; future development plans may consider incorporating one to enhance learning resources. The absence of a drinking water facility is a notable point that could be addressed to better support student well-being.

The school follows the Others board for both Class 10 and Class 10+2, indicating a flexible approach to curriculum design and student progression. The school is easily accessible via all-weather roads, ensuring consistent attendance, even during challenging weather conditions. Its operational hours are aligned with the standard academic calendar, commencing in April each year. The school’s commitment to holistic education is further emphasized by the provision of a mid-day meal program within the school premises.

The school’s management operates under a Pvt. Aided model, suggesting a collaborative partnership between private funding and external support. This approach likely contributes to the quality of resources and teaching staff. The absence of a school residential facility reflects its focus on serving the local community. The school, while well-equipped in several aspects, could benefit from investments to improve its library facilities and drinking water resources.

The school’s dedication to providing quality education, despite some resource limitations, highlights its commitment to the community it serves. The school’s success is dependent on continued investment and development to create a more holistic and supportive learning environment.

The information provided here is based on the data available and may not include all the nuances of the school’s operation. Further information may be available through direct contact with the school administration.