SHRI DATTA PRIMARY AND PRIPRIMARY SCHOOL SUSTE

SHRI DATTA PRIMARY AND PRIPRIMARY SCHOOL SUSTE was established in 2015 and it is managed by the Unrecognised. It is located in Rural area. It is located in PANDHARPUR block of SOLAPUR district of Maharashtra. The school consists of Grades from 1 to 1. 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 Rented building. It has got 1 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 3 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no 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.

SHRI DATTA PRIMARY AND PRIPRIMARY SCHOOL SUSTE: A Detailed Profile

SHRI DATTA PRIMARY AND PRIPRIMARY SCHOOL SUSTE, located in the rural area of PANDHARPUR block, SOLAPUR district, Maharashtra, is a co-educational primary school established in 2015. Operating under unrecognized management, the school provides education from Class 1 to Class 1, offering a pre-primary section alongside its primary curriculum. Instruction is primarily conducted in Marathi.

The school’s infrastructure includes one classroom housed in a rented building. The building is enclosed by a pucca boundary wall and benefits from a reliable electricity connection. Sanitation is addressed with three functional boys’ toilets and two functional girls’ toilets. Clean drinking water is readily available through a tap water source. While the school lacks a playground and library, its classrooms are maintained in good condition.

The school’s staffing comprises a single female teacher, dedicated to providing quality education to its students. The absence of a head teacher is notable, signifying the school’s operational structure. The school’s small size and limited resources highlight the challenges faced in providing comprehensive education in rural areas.

Despite the absence of computer-aided learning facilities, the school strives to deliver a basic education. The lack of computers and a library underscores the need for additional resources and support to enhance the learning experience. The school’s rural location also impacts accessibility to modern learning tools.

Importantly, the school’s commitment to education is evident despite its limitations. The dedicated female teacher and the availability of basic facilities indicate a determined effort to serve the community. The accessibility of the school via an all-weather road further ensures consistent student attendance.

The school’s academic year commences in April, following the standard academic calendar. The school’s management operates without recognition, suggesting a need for formal accreditation. This may impact access to certain educational resources and support programs.

The provision of clean drinking water and functional sanitation facilities demonstrates a commitment to student health and well-being. The absence of a playground, however, highlights the need for recreational spaces conducive to holistic development.

The absence of a library reinforces the importance of developing reading habits through alternate means. The school’s relatively small size might make it easier to implement targeted programs to improve literacy and overall learning outcomes.

The school’s operational structure with a single teacher underscores the need for additional staffing and resources to enhance the educational experience. Despite its size, the school serves a crucial role in providing primary education to the surrounding rural community.

In conclusion, SHRI DATTA PRIMARY AND PRIPRIMARY SCHOOL SUSTE represents a small but dedicated educational institution committed to serving its students despite its limitations. The focus should be on securing the necessary resources, including staffing, infrastructure and learning materials, to enrich the educational experience and support the school’s continued success.