Z. P. UPP. PRI. SCHOOL, WANOJADEVI

Z. P. UPP. PRI. SCHOOL, WANOJADEVI was established in 1950 and it is managed by the Local body. It is located in Rural area. It is located in MAREGAON block of YAVATMAL 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 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 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 Hand Pumps 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 110 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. UPP. PRI. SCHOOL, WANOJADEVI: A Comprehensive Overview

Z. P. UPP. PRI. SCHOOL, WANOJADEVI, a government-run primary and upper primary school (grades 1-8), stands as a vital educational institution serving the rural community of Maregaon block in Yavatmal district, Maharashtra. Established in 1950, the school is managed by the local body and operates under the Marathi instruction medium, making it accessible to the local populace.

The school’s infrastructure includes a government-provided building, housing seven well-maintained classrooms dedicated to instruction. Beyond these classrooms, additional space caters to non-teaching activities. A dedicated room serves as an office for the school’s administration. The school also boasts a functional library, stocked with 110 books, a playground for recreational activities, and a reliable source of drinking water through hand pumps.

Toilets are available, ensuring basic sanitation for both boys and girls, each with one functional unit. Further improving accessibility, ramps are in place to cater to students with disabilities, underscoring the school’s commitment to inclusivity. The school benefits from an electricity connection and a partially constructed boundary wall.

The school’s dedicated faculty comprises a total of five teachers: three men and two women. These teachers are responsible for providing education across classes 1 through 7. Importantly, mid-day meals are provided and prepared within the school premises, ensuring students receive proper nourishment alongside their education.

While the school lacks computer-aided learning facilities and computers, its focus remains steadfast on providing quality education. The school’s co-educational structure and rural location emphasize its role in serving the needs of its immediate community.

The school’s governance adheres to the “Others” board for classes 10th and 10+2, suggesting a flexibility in its academic structure. The absence of a pre-primary section and a residential aspect confirms its focus as a day school providing primary and upper primary education.

The school’s physical location and accessibility are crucial to its success. Its situation on an all-weather road ensures that students can reach it regardless of weather conditions. The academic year begins in April, aligning with the standard school calendar.

Z. P. UPP. PRI. SCHOOL, WANOJADEVI plays a significant role in the community by providing accessible and essential education. The school’s infrastructure, while not extensive, is functional and geared towards providing a conducive learning environment for its students. Its commitment to providing mid-day meals speaks volumes about its dedication to ensuring that its students receive the support needed to flourish academically and physically.

The school’s future growth and development would undoubtedly benefit from the addition of computer-aided learning facilities, potentially expanding educational opportunities for its students. Yet, the existing structure represents a robust foundation for providing crucial primary and upper primary education within the community. The commitment of the five teachers and the ongoing support from the local body are instrumental in ensuring the school’s ongoing contribution to the development of the local children.