Z P PRI SCHOOL GIRLS TAKARKHEDA MORE

Z P PRI SCHOOL GIRLS TAKARKHEDA MORE was established in 1962 and it is managed by the Local body. It is located in Rural area. It is located in ANJANGAON SURJI block of AMRAVATI district of Maharashtra. The school consists of Grades from 1 to 4. The school is Girls 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 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 Barbed Wire Fencing 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 0 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 205 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.

Z P PRI School Girls Takarkheda More: A Comprehensive Overview

Z P PRI School Girls Takarkheda More, a government-run primary school for girls, stands as a vital educational institution in the rural landscape of Maharashtra, India. Established in 1962 and managed by the local body, the school serves the community of Takarkheda More, offering a crucial educational foundation to young girls.

The school’s infrastructure, while modest, is functional. Two classrooms provide space for instruction, and a barbed wire fence ensures the safety and security of the students. The presence of electricity and a reliable tap water supply adds to the school’s functionality. A library, stocked with 205 books, provides access to literature and learning resources beyond the classroom. Furthermore, the school’s design includes ramps for disabled children, facilitating inclusive access to education.

The school’s academic focus is on primary education, covering classes 1 through 4. Marathi serves as the primary language of instruction, fostering a connection to the local culture and language. Two female teachers provide dedicated instruction, ensuring a nurturing learning environment. The school also adheres to a robust mid-day meal program, preparing meals on-site to address the nutritional needs of its students.

The school’s commitment to education extends to its teaching methods. While it does not currently incorporate computer-aided learning or possess computers for educational purposes, the school demonstrates a dedication to providing a foundational education in a supportive environment.

The school’s location in the rural area of ANJANGAON SURJI block, AMRAVATI district of Maharashtra, reflects its role in providing essential education to girls in a less-developed region. Its proximity to the community ensures accessibility for the children it serves.

The school’s long history since its establishment in 1962 reflects the enduring importance of education within the community. Its continued operation serves as a testament to the commitment of the local authorities and the teachers to providing vital educational services to young girls.

The school’s management, under the local body, underscores the community’s investment in its education system. The structure and operation of the school reflect an adaptability and a commitment to ensuring its efficacy within its specific context.

While the school lacks certain modern amenities, such as a playground or computer lab, its focus remains on providing a strong foundation in literacy and numeracy within a safe and supportive environment. The presence of a library and dedicated teachers highlights the prioritization of learning within the school’s structure.

Z P PRI School Girls Takarkheda More continues to play a crucial role in educating young girls within its community. Its contributions to the local educational landscape are undeniable. The school’s commitment to delivering quality education despite its resource constraints showcases the importance of educational access in rural India.

In conclusion, Z P PRI School Girls Takarkheda More provides a vital educational service to the girls of Takarkheda More. Its modest yet functional infrastructure, dedicated teachers, and commitment to providing a fundamental education make it a vital component of the community. Future improvements and expansions could further enhance the educational opportunities available to the students.