SULLAMWADI(K) PRI. SCH.

SULLAMWADI(K) PRI. SCH. was established in 1989 and it is managed by the Local body. It is located in Rural area. It is located in VADGAM block of BANAS KANTHA district of Gujrat. The school consists of Grades from 1 to 5. 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 Government building. It has got 2 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 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 348 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.

Sullamawadi (K) Primary School: A Comprehensive Overview

Sullamawadi (K) Primary School, a government-run institution established in 1989, serves the rural community of VADGAM block in BANAS KANTHA district, Gujarat. This co-educational school caters to students from Class 1 to Class 5, providing a foundational education in Gujarati. The school’s management falls under the purview of the local body, reflecting a strong community involvement in education.

The school boasts a well-maintained infrastructure, including two classrooms in good condition, additional rooms for non-teaching activities, and a dedicated space for the head teacher. The building itself is government-owned, with a sturdy pucca boundary wall ensuring safety and security. Reliable electricity access is a significant advantage, ensuring a conducive learning environment. A readily available tap water supply addresses the students’ hydration needs, and separate functional toilets are available for boys and girls.

Complementing the core infrastructure are essential facilities that enhance the learning experience. A well-stocked library containing 348 books provides students with diverse reading materials. The presence of a playground underscores the school’s commitment to physical activity and holistic development. Ramps for disabled children further demonstrate the school’s dedication to inclusivity.

The teaching staff comprises two male teachers, led by head teacher KANAIYALAL. A DARJI. These educators deliver instruction in Gujarati, fostering a strong connection with the local language and culture. The school diligently prepares and provides midday meals on-site, ensuring students receive proper nourishment to support their academic pursuits.

The school’s commitment to academic excellence is apparent in its resources. While not equipped with computers or a computer-aided learning lab, the school effectively utilizes its existing resources to provide a quality education. The school’s status as a primary school (grades 1-5) reflects its focus on building a strong foundation for students.

The school’s rural location highlights its importance in bridging the educational gap in underserved areas. Its accessibility via all-weather roads ensures that students can attend classes consistently, regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

The school’s operational details further solidify its commitment to providing a safe and effective learning environment. The school is not a residential facility and does not operate as a shift school. Its simple yet comprehensive setup focuses on providing a basic, functional education.

The absence of computer facilities and a computer-aided learning lab, while noteworthy, underscores the school’s current operational limitations. This may present an area for potential future development and improvement, potentially enhancing the students’ learning experiences through technological integration.

In conclusion, Sullamawadi (K) Primary School represents a vital community asset, providing a foundational education to students in a rural setting. The school effectively utilizes its resources, focusing on providing a secure, supportive, and functional learning environment, ensuring that students receive a solid educational start. Future developments may focus on enhancing technological integration to further enhance the learning experience.