S.SAMRATH ASHIVANG RES.SCHOOL AKT

S.SAMRATH ASHIVANG RES.SCHOOL AKT was established in 1991 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in AKKALKOT block of SOLAPUR 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 Rented building. It has got 6 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 have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 2 boys toilet and it is functional. and 2 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

S.SAMRATH ASHIVANG RESIDENTIAL SCHOOL: A Comprehensive Overview

S.SAMRATH ASHIVANG Residential School, established in 1991, is a private aided co-educational institution located in the urban area of Akkalkot, Solapur district, Maharashtra. Operating under the “Others” board for classes 10th and above, the school caters to students from Class 1 to Class 7, providing a primary and upper primary education. The school’s instruction medium is Marathi, reflecting the local linguistic landscape. Its residential nature offers a unique learning environment.

The school’s infrastructure comprises a rented building with six well-maintained classrooms, suitable for effective teaching. Two boys’ toilets and two girls’ toilets ensure adequate sanitation facilities. A functional playground provides recreational space for students, contributing to their holistic development. The school’s location is accessible via all-weather roads, ensuring convenient access for students and staff.

The school’s operational aspects are noteworthy. The academic year commences in April, aligning with the standard academic calendar. The school’s management is private aided, indicating a blend of private and government support, potentially contributing to its financial stability and resources. The school’s commitment to accessibility is evident through the provision of ramps for disabled children, fostering an inclusive learning environment. The presence of three male teachers underscores the school’s dedication to providing quality education.

While the school lacks a library and computer-aided learning facilities, its focus on providing a solid foundation in basic education remains evident. The availability of hand pumps guarantees access to clean drinking water, a crucial element for maintaining hygiene and student well-being. The school’s pucca boundary wall ensures a secure and protected environment for its students. The school’s electricity connection is a significant asset, facilitating various learning activities and administrative tasks.

The lack of a pre-primary section is a notable feature. The school’s residential status is private, suggesting a distinct structure for student accommodation. The school’s structure does not function as a shift school, implying a dedicated timeframe for academic activities.

Importantly, the absence of mid-day meals is mentioned. While the school prioritizes providing a foundational education, this aspect could be explored further for potential improvements and better student support. This should be considered in the context of overall provision in the local area.

The school’s location in an urban setting may provide better access to resources and amenities. Further investigation into the specific support structures provided by the private aided system would provide more comprehensive insights into the school’s functioning.

In conclusion, S.SAMRATH ASHIVANG Residential School offers a primary and upper primary education in a residential setting. While lacking certain amenities like a library and computer lab, the school provides a functional learning environment with a focus on basic education and accessibility. The school’s management structure and location within the urban area provide potential advantages. Further development and expansion of resources could enhance the school’s capabilities and benefits to students.