SURTALAV N.V. PRI.SCH.

SURTALAV N.V. PRI.SCH. was established in 1975 and it is managed by the Local body. It is located in Rural area. It is located in VAGHODIYA block of VADODARA 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 Government building. It has got 7 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 Partial 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 830 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 11 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Surtalav N.V. Primary School: A Comprehensive Overview

Surtalav N.V. Primary School, a government-run institution established in 1975, serves the rural community of Vaghodiya block in Vadodara district, Gujarat. Operating under the local body’s management, this co-educational school provides primary and upper primary education from Class 1 to Class 8, with Gujarati as the primary language of instruction. The school’s commitment to education is evident in its well-maintained infrastructure and diverse resources.

The school building, a government facility, houses seven classrooms, ensuring ample space for learning. Beyond the classrooms, additional rooms cater to administrative and non-teaching needs, providing a conducive learning environment for students. A significant feature is the school’s computer-aided learning lab, equipped with eleven functional computers, demonstrating a dedication to modern teaching methodologies. The presence of a well-stocked library, containing 830 books, further enhances educational opportunities. The school’s commitment to accessibility is showcased by the provision of ramps for disabled students, ensuring inclusive education.

The school’s staff comprises five teachers, including three male and two female educators, led by Head Teacher Sutariya Kalpeshbhai H. This dedicated team works to ensure quality education for all students. The school’s infrastructure also includes a playground, providing a space for recreation and physical activity, vital for a holistic development of the students. Electricity ensures a consistent learning environment, while the partially constructed boundary wall provides some level of security. While the school provides mid-day meals, these are sourced externally. The school is not residential in nature.

The school’s academic offerings follow the Others board for classes 10 and 10+2, showcasing a commitment to diverse educational pathways. The presence of one functional boys’ toilet and one functional girls’ toilet reflects a commitment to basic sanitation standards, though further development in this area may be beneficial. The lack of drinking water facilities is a significant concern requiring immediate attention to ensure the well-being of students and staff.

The school’s commitment to technology is further highlighted by the availability of computer-aided learning resources, indicating a forward-thinking approach to education. The use of computers in classrooms promotes interactive learning and prepares students for the digital age. The presence of a library suggests a commitment to fostering a love of reading and learning beyond the regular curriculum.

The school’s location in a rural area highlights the importance of its role in providing accessible education to the community. Ensuring sufficient drinking water facilities is crucial for maintaining a healthy environment for learning and improving the overall student experience.

Further improvements to the school’s infrastructure could include the completion of the boundary wall and the addition of more facilities. The school’s management should prioritize finding a reliable source of drinking water, an essential element for the health and well-being of its students.

In conclusion, Surtalav N.V. Primary School demonstrates a solid commitment to providing education to the rural community. While certain challenges remain, the school’s strengths lie in its dedicated teaching staff, its commitment to technology, and its focus on creating a conducive learning environment. Addressing the lack of drinking water facilities and completing the boundary wall would further enhance the school’s overall effectiveness and safety. The school’s efforts in providing quality education, despite the challenges it faces, highlight its vital role in the community. Continuous improvement and the dedication of its staff will ensure that Surtalav N.V. Primary School continues to serve as a beacon of learning for its students.