SAI MAR PRI SCH SANJAY NAGAR

SAI MAR PRI SCH SANJAY NAGAR was established in 1997 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in DEULGAON RAJA block of BULDANA 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 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 Rented 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 Barbed Wire Fencing 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 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a 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 Provided and Prepared in School Premises providing mid-day meal.

SAI MAR PRI SCH SANJAY NAGAR: A Detailed Overview

SAI MAR PRI SCH SANJAY NAGAR, a private aided primary school in the urban area of Deulgaon Raja, Buldana district, Maharashtra, has been providing education since 1997. Operating from a rented building, this co-educational institution caters to students from Class 1 to Class 7, offering a primary and upper primary education (Grades 1-8). Instruction is primarily in Marathi.

The school’s infrastructure includes seven classrooms, all in good condition, along with additional rooms for non-teaching activities and a dedicated space for the teachers. A barbed wire fence secures the school’s perimeter. Essential utilities are in place, with electricity readily available. The school boasts a library, though it currently does not have any books. A notable absence is a playground.

The school’s commitment to student welfare is evident in the provision of midday meals, prepared and served within the school premises. However, there is no drinking water facility available on campus. The school has separate functional toilet facilities for boys and girls.

The school’s teaching staff consists of five male teachers, dedicated to providing quality education. While the school lacks computer-aided learning facilities and computers for educational use, it does not require ramps for disabled access given its current structure.

Interestingly, the school’s academic affiliations are with “Others” for both class 10th and 10+2 boards, highlighting a unique approach to curriculum and examination. Further investigation into these board affiliations would be beneficial for a comprehensive understanding of its educational offerings.

The absence of a pre-primary section and the lack of female teachers are noteworthy aspects. Also missing are details about the head teacher and the total number of teachers. This indicates areas for potential growth and improvement.

The school’s relatively small size and resource limitations underscore the need for community support and resource allocation to enhance its capabilities and provide a richer learning experience for students.

This detailed description offers a comprehensive overview of SAI MAR PRI SCH SANJAY NAGAR, highlighting its strengths and areas requiring attention. Further information on the school’s management and specific curriculum details would enhance understanding.

The school’s location in an urban area suggests potential for partnerships with local organizations and businesses to foster educational development and provide additional resources.

In conclusion, SAI MAR PRI SCH SANJAY NAGAR serves a vital role in the community, and its continued success depends on ongoing support, resource development, and a focus on fulfilling educational needs within its context.