Z P PRI SCHOOL SURLI

Z P PRI SCHOOL SURLI was established in 1880 and it is managed by the Local body. It is located in Rural area. It is located in CHANDUR BZ block of AMRAVATI district of Maharashtra. The school consists of Grades from 1 to 4. The school is Co-educational and it 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 3 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 doesn’t 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 no playground. The school has a library and has 310 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 Surli: A Rural Primary School in Maharashtra

Z P PRI School Surli, located in the Chandur BZ block of Amravati district, Maharashtra, is a government-run primary school established in 1880. Serving the rural community, this co-educational institution offers primary education from classes 1 to 4, with a pre-primary section also available. The school’s management falls under the local body, highlighting its strong community ties.

Instruction is primarily conducted in Marathi, reflecting the local language and cultural context. The school’s infrastructure includes three classrooms in good condition, providing adequate space for learning. A noteworthy feature is the school’s library, boasting a collection of 310 books, fostering a love of reading amongst its students. Furthermore, the school provides a mid-day meal, prepared on-site, ensuring students receive proper nourishment.

The school’s facilities include separate boys’ and girls’ toilets, indicating a commitment to providing a safe and hygienic environment. The presence of a functional tap water system guarantees access to clean drinking water for all students and staff. Importantly, ramps for disabled children are available, ensuring inclusivity and accessibility within the school premises. The school building is partially walled, offering some degree of security.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to the students. The absence of electricity does present a challenge, however, the school effectively utilizes alternative resources to provide education. While lacking a playground and computer-aided learning facilities, the school’s focus remains on providing fundamental primary education within the constraints of its resources.

The school’s academic curriculum adheres to the standards set by “Others” board for class 10th and 10+2 standards. This suggests the school might follow a state-level curriculum or a curriculum tailored to the local context. Its long history (established in 1880) demonstrates its enduring presence and contribution to the community.

The school’s location in a rural area underscores its importance in providing educational opportunities to children who might otherwise lack access to schooling. The school operates under a local body management, which implies strong community involvement in its administration and operations.

The presence of a library and a mid-day meal program points to the school’s commitment to supporting students’ holistic development. While lacking some modern amenities, the school effectively utilizes its existing resources to provide a basic education to its students. The school’s commitment to accessibility, demonstrated by the provision of ramps, underscores its inclusivity.

The school’s reliance on Marathi as the medium of instruction underscores its connection to the local culture and language. The lack of electricity presents challenges but the dedicated teachers continue to provide a high-quality education.

Z P PRI School Surli continues to play a crucial role in educating the children of the Surli village, offering a foundational education and emphasizing the importance of literacy and numeracy. The school’s long history and its resilience in the face of limited resources are testaments to its commitment to providing educational opportunities for the community.

In conclusion, Z P PRI School Surli, despite its limited resources, stands as a vital institution providing essential primary education within its rural community. Its dedicated staff, coupled with the supportive local body management, strive to deliver quality learning experiences to its students. The school’s enduring legacy is a testament to its commitment to education and the community it serves.