SHRI SANT SEVALAL MAHARAJ PRI SCH SEVALAL NAGAR TANDA SHEVADI BA

SHRI SANT SEVALAL MAHARAJ PRI SCH SEVALAL NAGAR TANDA SHEVADI BA was established in 1988 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in LOHA block of NANDED 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 Private 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 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 But Broken 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 215 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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 Sant Sevalal Maharaj Pri Sch Sevalal Nagar Tanda Shevadi: A Rural Primary School in Maharashtra

Shri Sant Sevalal Maharaj Pri Sch Sevalal Nagar Tanda Shevadi, a primary school located in the rural area of Loha block in Nanded district, Maharashtra, has been providing education since its establishment in 1988. Managed by the Pvt. Aided system, the school serves students from Class 1 to Class 7, offering a co-educational learning environment. While it doesn’t have a pre-primary section, the school plays a crucial role in the local community’s access to primary education.

The school’s infrastructure comprises eight classrooms housed in a rented building. These classrooms are maintained in good condition, supporting effective teaching and learning. The school also features a functional library, stocked with 215 books, a playground for recreational activities, and readily available tap water for drinking. This commitment to providing essential resources highlights the school’s dedication to its students’ well-being.

With eight teachers on staff – seven male and one female – the school maintains a teacher-student ratio conducive to personalized learning. Marathi serves as the primary language of instruction. The school’s commitment to education is further reinforced by its provision of mid-day meals, prepared and served on-site. This ensures that students receive nutritious meals alongside their education.

The school’s facilities include two boys’ toilets and one girls’ toilet, all functional and contributing to a hygienic learning environment. The presence of ramps ensures accessibility for disabled children. The school also utilizes three computers for educational purposes, promoting technology integration in the classroom, although it lacks a dedicated computer-aided learning lab.

The school’s location, accessible by all-weather roads, and its well-maintained infrastructure suggest a strong commitment to providing quality education to the rural community it serves. The school’s operational details underscore its effective management and its dedication to providing a supportive learning environment. The establishment of a functional library and playground emphasizes the school’s holistic approach to education, encompassing both academic and recreational aspects.

The leadership of the school, under the head teacher, Rathord S G, demonstrates a strong dedication to the school’s mission. Their commitment to maintaining a well-equipped and accessible school in a rural setting exemplifies their dedication to improving the lives of their students and the community.

The presence of a pucca boundary wall, although described as broken, indicates the school’s continuous effort to maintain and improve its facilities. The availability of electricity ensures a conducive learning environment, particularly important in a rural area where access to electricity might be limited. The school’s commitment to maintaining a functional library and providing access to computers demonstrates its efforts to provide modern educational resources to its students.

The school’s operational success reflects the dedication of its staff and management. The effective utilization of resources suggests efficient allocation and management, allowing for the provision of essential services despite operating from a rented building. This highlights the importance of supporting such institutions, which significantly contribute to the advancement of education in rural areas.

The positive aspects of the school clearly outweigh the challenges it faces, demonstrating its resilience and commitment to serving the community. Its proactive measures to address potential issues, such as the provision of ramps for disabled students and functional toilets, highlight its commitment to inclusivity and a safe learning environment. The school’s overall functionality suggests a model of effective resource management in a challenging rural context.

The school’s successful operation in a rural setting showcases the potential for providing quality education even with limited resources. The school’s dedication to academic excellence and student well-being makes it a valuable asset to the community, highlighting the positive impact of committed educational institutions in underserved areas. The school serves as a testament to the power of dedication and perseverance in achieving educational goals in resource-constrained environments.