Z. P.UP. PRI. SCHOOL PARODHI

Z. P.UP. PRI. SCHOOL PARODHI was established in 1968 and it is managed by the Local body. It is located in Rural area. It is located in SAMUDRAPUR block of WARDHA 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 5 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 Tap Water and it is functional. The school has 2 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 422 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. UP. PRI. SCHOOL PARODHI: A Comprehensive Overview

Z. P. UP. PRI. SCHOOL PARODHI, a government-run primary and upper primary school (classes 1-8), stands as a vital educational institution in the rural landscape of Wardha district, Maharashtra. Established in 1968 under the management of the local body, the school serves the community of Samudrapur. Its commitment to education is evident in its various features and facilities.

The school’s infrastructure comprises five classrooms, all in good condition, ensuring a conducive learning environment for its students. Two functional boys’ toilets and one functional girls’ toilet cater to the hygiene needs of the students. A spacious playground provides opportunities for physical activity and recreation, complementing the academic curriculum.

Further enhancing the learning experience is a well-stocked library, boasting a collection of 422 books, offering students access to a wide range of reading materials. The availability of tap water ensures a reliable source of clean drinking water for all. Ramps for disabled children facilitate accessibility, demonstrating the school’s commitment to inclusivity.

The school’s teaching staff consists of four dedicated educators: three male teachers and one female teacher, working under the guidance of the head teacher, Thakur A.H. Marathi serves as the primary medium of instruction, fostering a strong connection to the local language and culture. The school operates on an academic calendar that commences in April.

The school provides midday meals, prepared and served within the school premises, ensuring that students receive proper nourishment throughout the school day. Electricity supply powers the school, while the absence of a boundary wall does not hinder its educational functions.

The school’s commitment to quality education is reinforced by its co-educational nature, offering equal opportunities to boys and girls. The absence of a pre-primary section indicates a focus on the primary and upper-primary curricula. Furthermore, the school’s use of “Others” as its board for classes 10 and 10+2 might suggest a unique approach to curriculum and assessments.

The school’s location in a rural setting highlights its role in bridging the educational gap and empowering students from underserved communities. The lack of computers and a computer-aided learning lab may indicate areas for potential future development and modernization. However, its existing resources and the dedicated staff ensure that quality education remains its primary focus.

In conclusion, Z. P. UP. PRI. SCHOOL PARODHI, despite its limitations, serves as a cornerstone of education within its community. Its dedication to providing a strong foundational education, coupled with its commitment to inclusivity and well-being, makes it an integral part of the local social fabric. Its continued operation and improvement reflect the community’s unwavering belief in the transformative power of education.