SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA

SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA was established in 1998 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in MANORA block of WASHIM district of Maharashtra. The school consists of Grades from 1 to 4. 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 Private 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 No Boundary Wall 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 a 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 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA: A Comprehensive Overview

A Rural Primary School in Maharashtra, India

SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA, a private, co-educational institution located in the rural area of MANORA block, WASHIM district, Maharashtra, India, has been serving the community since its establishment in 1998. Operating under private, unaided management, this school caters to students from Class 1 to Class 4, offering a primary education focused on providing a supportive and inclusive learning environment for its students.

Infrastructure and Facilities:

The school boasts a private building equipped with four classrooms, each designed to facilitate effective learning. While lacking a boundary wall, the school campus does feature essential amenities including electricity, a playground, and a library, though currently without any books. Importantly, the school provides ramps for disabled access, ensuring inclusivity for all students. The school also provides separate boys and girls toilets. The school building is also equipped with one computer for teaching and learning. Meals are provided and prepared on-site, ensuring students receive proper nutrition.

Academics and Instruction:

Marathi serves as the primary medium of instruction, fostering a strong connection to the local language and culture. The school’s curriculum focuses on providing a solid foundation in primary education, covering essential subjects to prepare students for their future academic endeavors. The school’s teaching staff consists of 5 male teachers.

Accessibility and Resources:

The school’s location ensures accessibility via all-weather roads, simplifying the commute for students and staff. The school’s residential nature provides accommodation for students. Despite the absence of a computer-aided learning lab, the existing computer serves as a valuable resource for digital literacy and learning enhancement. The school’s commitment to inclusivity is evident in its provision of ramps and separate toilet facilities.

Commitment to Education:

SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA demonstrates a strong commitment to education, evident in its well-maintained classrooms and provisions of key resources. The school’s efforts in providing a supportive environment with facilities such as a playground contribute to the overall well-being and holistic development of its students.

Further Development Opportunities:

While the school has established a strong foundation, there are avenues for further development. Expanding the library’s collection of books would significantly enhance the students’ learning experience. Integrating more technology into the classroom through the establishment of a computer-aided learning lab could further augment the educational offerings.

Community Engagement:

The school’s role extends beyond the classroom, engaging actively with the local community to provide a valuable educational service. Its commitment to providing meals on-site underscores its understanding of the socioeconomic realities of its students and the crucial role of nutrition in education.

Conclusion:

SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA stands as a testament to the power of community-focused education. By leveraging existing resources and actively working to address future needs, this institution strives to create an inclusive, enriching, and impactful learning experience for its students. Its efforts are a valuable contribution to the educational landscape of the WASHIM district.

Keywords: SHRI DATTPRABHU LATE RAJUSING NAIK HANDICAP SCHOOL SHENDONA, Maharashtra, India, primary school, rural education, co-educational, private school, school infrastructure, educational resources, inclusive education, WASHIM district, MANORA block.