Z.P. PRIMARY SCHOOL KHAIRI (TELOTA)

Z.P. PRIMARY SCHOOL KHAIRI (TELOTA) was established in 1982 and it is managed by the Local body. It is located in Rural area. It is located in PAUNI block of BHANDARA district of Maharashtra. The school consists of Grades from 1 to 4. 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 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 Pucca 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 100 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. PRIMARY SCHOOL KHAIRI (TELOTA): A Comprehensive Overview

Z.P. Primary School Khairi (Telota), established in 1982, serves the rural community of Pauni block in Bhandara district, Maharashtra. Managed by the local body, this co-educational institution provides primary education (grades 1-4) with Marathi as the primary language of instruction. The school’s commitment to providing a quality learning environment is evident in its various features and facilities.

Infrastructure and Resources: The school boasts a government-provided building, equipped with two well-maintained classrooms dedicated to teaching. Additional rooms support non-teaching activities, and a separate space is allocated for the head teacher. The school is securely enclosed by a pucca boundary wall and benefits from reliable electricity.

Facilities for Students: Clean and functional facilities are a priority. The school features separate boys’ and girls’ toilets, ensuring hygienic conditions for all students. Access to clean drinking water is provided through functional hand pumps. A spacious playground offers opportunities for physical activity and recreation, while a library, stocked with 100 books, encourages a love of reading. Ramps for disabled children ensure inclusivity and accessibility within the school premises.

Teaching Staff and Curriculum: The school employs two teachers—one male and one female—dedicated to providing quality education to its students. Meals are provided and prepared on the school premises, addressing the nutritional needs of the children. The school follows the primary curriculum (grades 1-5), ensuring a strong foundation in basic academic skills.

Technological Resources and Future Outlook: While the school does not currently have computer-aided learning facilities or computers, its presence of a library and basic infrastructure shows a solid foundation for future development and potential integration of technology into its teaching methods. The availability of a library and the commitment to providing meals highlight a dedication to holistic student development.

Accessibility and Location: The school is easily accessible by road, regardless of weather conditions. This ensures that students can attend school consistently, regardless of the season. Its rural location underscores its importance in providing educational opportunities to children in less-developed areas.

Community Engagement and Partnerships: The school’s management by the local body suggests a strong connection with the community it serves. This close relationship likely facilitates collaborative efforts to enhance the school’s resources and programs, further benefiting the students.

Summary of Key Features: Z.P. Primary School Khairi (Telota) stands as a testament to the commitment to providing quality primary education in a rural setting. With its well-maintained facilities, dedicated teachers, and supportive community involvement, the school effectively serves the educational needs of its students.

Call to Action: The school’s dedication to providing a nurturing and educational environment showcases its importance within the community. This dedication warrants continued support to further enhance its capabilities and resources.

Conclusion: Z.P. Primary School Khairi (Telota) is a valuable asset to the community it serves, demonstrating commitment to providing essential education and support to its students. Its positive aspects should be recognized, and further development of its resources should be encouraged.

Keywords: Z.P. Primary School Khairi (Telota), Bhandara, Maharashtra, primary school, rural education, co-educational, Marathi, government school, school infrastructure, library, playground, toilets, drinking water, accessibility.