Z. P. URDU PRI. SCHOOL, NINGNOOR

Z. P. URDU PRI. SCHOOL, NINGNOOR was established in 2005 and it is managed by the Local body. It is located in Rural area. It is located in UMARKHED block of YAVATMAL district of Maharashtra. 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. Urdu 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 No Boundary Wall 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 20 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. Urdu Pri. School: A Rural Primary School in Maharashtra

Z. P. Urdu Pri. School, Ningnoor, is a government-run primary school located in the rural area of Umarkhed block, Yavatmal district, Maharashtra. Established in 2005, this co-educational institution is managed by the local body and offers education from classes 1 to 5, with Urdu as the primary medium of instruction. The school plays a vital role in providing basic education to children in the region.

The school’s infrastructure includes two classrooms in good condition, catering to the needs of its students. A separate room serves as an office for the teachers, while additional space is allocated for non-teaching activities. A key feature of the school is its library, which houses 20 books, supporting students’ learning beyond the classroom. The presence of a playground ensures opportunities for physical activity and recreation.

Ensuring student well-being is a priority. The school provides a mid-day meal prepared on its premises, addressing nutritional needs. Accessibility is also considered, with the school featuring ramps for disabled children. Cleanliness and hygiene are maintained with functional boys’ and girls’ toilets. Reliable access to drinking water is guaranteed through hand pumps.

The school’s operational aspects are well-structured. The academic session commences in April, following a standard academic calendar. The school building is government-provided, reinforcing its commitment to providing quality education. The school’s focus remains on providing a conducive learning environment for its students.

Teaching staff consists of two male teachers, dedicated to imparting knowledge and skills to their students. While the school does not have a computer lab or computers for teaching purposes, the presence of a library and a playground enriches the learning experience.

The school’s location in a rural setting highlights its importance in bridging the educational gap in underserved communities. Its commitment to providing basic education, along with facilities like a library and playground, shows its dedication to holistic child development. The provision of a mid-day meal further underscores its role in supporting the overall well-being of its students.

Accessibility is prioritized, evident in the inclusion of ramps for disabled students. Sanitation is maintained through functional toilet facilities for both boys and girls. The availability of hand pumps ensures a dependable source of drinking water throughout the academic year. These features ensure a comfortable and safe learning environment.

The school’s management is committed to providing a supportive and inclusive learning environment. By utilizing Urdu as the primary medium of instruction, the school caters to the specific linguistic needs of the community.

The school’s relatively small size allows for personalized attention and a close-knit community feel. The two male teachers likely foster strong relationships with their students, creating a welcoming atmosphere for learning.

Z. P. Urdu Pri. School, Ningnoor, stands as a testament to the importance of providing quality education to rural communities. Despite limited resources, the school has strived to create a positive and nurturing environment for its students. The school serves as a vital link in fostering literacy and education in the region.