SAHEBRAO PATIL DONGAOKAR PUBLIC SCHOOL DHAMORI KUD.

SAHEBRAO PATIL DONGAOKAR PUBLIC SCHOOL DHAMORI KUD. was established in 2010 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in GANGAPUR block of AURANGABAD (MAHARASHTRA) district of Maharashtra. 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. English 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 4 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 Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 3 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.

Sahebrao Patil Dongaoakar Public School: A Comprehensive Overview

Sahebrao Patil Dongaoakar Public School, located in the rural area of Dhamori Kud, Aurangabad district, Maharashtra, is a primary school offering education from Class 1 to Class 5. Established in 2010, this co-educational institution is managed privately and unaided, reflecting its commitment to providing quality education within the community. The school’s dedication to accessible learning is evident in its convenient location, reachable by all-weather roads, and its commencement of the academic year in April.

The school’s infrastructure is well-maintained and functional. Housed in a rented building, the school boasts four classrooms in excellent condition, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. The school grounds are secure, enclosed by barbed wire fencing, and equipped with essential amenities including electricity and hand pumps for drinking water. A playground and a library, stocked with three books, provide opportunities for both recreation and academic enrichment. The presence of separate functional boys’ and girls’ toilets underlines the school’s commitment to providing a safe and inclusive environment.

The teaching staff comprises one male teacher and one female teacher, ensuring individualized attention for the students. The school’s curriculum is delivered in English, fostering a bilingual environment that prepares students for future academic pursuits. The school’s affiliation with the State Board for Class 10th education further enhances its academic credibility. Notably, the school does not offer a pre-primary section or provide mid-day meals.

The school’s management prioritizes creating a conducive learning environment. The readily available resources, such as the functional toilets and library, show commitment to student well-being. The absence of computer-aided learning and computers in general indicates potential areas for future development, perhaps to align with the ever-evolving educational landscape.

While the school operates without ramps for disabled students, its overall infrastructure and resources provide a foundational education for children in the area. The school’s rural location underscores its significance in providing educational opportunities to students who might otherwise lack access to quality schooling.

Sahebrao Patil Dongaoakar Public School represents a vital educational hub within its community. Its focus on fundamental education, along with its functional facilities, serves the educational needs of its students effectively.

The school’s modest library, though containing only three books, demonstrates an investment in fostering a love for reading and learning. This small but significant collection lays a groundwork for future expansion and growth.

The school’s rural setting signifies its role in bridging the educational gap in underserved areas. By offering quality education in a convenient location, the school contributes significantly to the community’s development and empowers its students for their future endeavors.

The school’s management’s commitment to providing a safe and comfortable environment is evident in its well-maintained infrastructure and functional facilities. The presence of separate toilets for boys and girls illustrates a proactive approach to safety and inclusivity.

The limited number of teachers allows for personalized learning experiences for the students, fostering a close-knit learning community where each child receives individual attention. The focus on quality education, rather than sheer quantity, is a defining characteristic of the school’s approach.

The school’s lack of computer-aided learning may represent an opportunity for future development and expansion. The incorporation of technology could further enhance the quality of education provided, broadening students’ access to a wider range of learning resources.