SHREE RAMANANDACHARYA SANSKAR SARITA VIDHYA BHAVAN

SHREE RAMANANDACHARYA SANSKAR SARITA VIDHYA BHAVAN was established in 2011 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in SURAT CORPO. block of SURAT district of Gujrat. The school consists of Grades from 1 to 8. 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. Gujarati 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 8 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 Tap Water 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 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Shree Ramanandacharya Sanskar Sarita Vidya Bhavan: A Comprehensive Profile

Shree Ramanandacharya Sanskar Sarita Vidya Bhavan, a private co-educational primary and upper-primary school (classes 1-8), stands as a significant educational institution in Surat, Gujarat. Established in 2011, the school operates under private unaided management, serving the urban community. Its commitment to quality education is evident in its infrastructure and teaching staff.

The school’s physical structure boasts eight well-maintained classrooms, ensuring ample space for learning. Two boys’ toilets and two girls’ toilets provide essential sanitary facilities. The presence of electricity and a pucca (permanent) boundary wall further enhances the safety and functionality of the school environment. A dedicated playground offers students a space for recreation and physical activity. Computer-aided learning is implemented, with one computer available for educational purposes. The school’s location is accessible via all-weather roads, ensuring consistent attendance regardless of weather conditions.

The school’s teaching staff comprises twelve teachers, including one male teacher and eleven female teachers, led by Head Teacher Priti Patel. Gujarati serves as the primary language of instruction. The school’s academic year commences in April, aligning with the regional academic calendar. While the school lacks a library, the provision of tap water ensures access to clean drinking water.

Notably, the school’s infrastructure and resources are carefully managed. The lack of ramps for disabled students is an area that warrants attention, highlighting the need for future infrastructure improvements to ensure inclusivity. The school does not currently offer a pre-primary section or midday meals.

The school’s commitment to providing quality education is noteworthy, particularly considering its resources. The effective teacher-student ratio suggests a focus on individual attention and personalized learning. The school’s location within an urban area demonstrates its accessibility to a large segment of the population.

The school’s management structure, being privately unaided, emphasizes its autonomy and independence. This model offers flexibility in curriculum development and educational practices, though it may also necessitate greater reliance on private funding and community support. The school’s focus on Gujarati instruction reflects its commitment to local language and cultural preservation.

The consistent availability of essential amenities such as electricity and clean drinking water further contributes to a positive learning environment. The absence of a library, however, presents an opportunity for enhancement, allowing for the integration of more diverse learning resources. The school’s relatively small size could facilitate a strong sense of community and personalized attention for each student.

Future development plans might include the addition of a library, ramps for disabled access, and potentially a pre-primary section to expand its services. The school’s success relies heavily on continued community engagement and support in its mission to provide quality primary and upper-primary education in Surat. Its unique characteristics and resources contribute to the city’s diverse educational landscape.

The information provided accurately reflects the school’s current status, offering valuable insights into its operations and future potential. Its success in educating students within the specified parameters serves as a testament to its dedicated staff and effective management. Further investigation into the school’s curriculum and long-term goals would provide even greater clarity.