Z.P. PRM. SCHOOL

Z.P. PRM. SCHOOL was established in 1983 and it is managed by the Local body. It is located in Rural area. It is located in SIRONCHA block of GADCHIROLI 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 Others boundary wall. The school has doesn’t 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 61 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. PRM. SCHOOL: A Rural Primary School in Maharashtra, India

Z.P. PRM. School, established in 1983, serves the rural community of Sironcha block in Gadchiroli district, Maharashtra. Managed by the local body, this government-run primary school provides education for students from Class 1 to Class 4. The school’s commitment to education is evident in its various features and resources.

The school building, a government structure, houses two classrooms designed for effective learning. These classrooms, maintained in good condition, provide an appropriate environment for students. Additional rooms support non-teaching activities, ensuring a well-rounded school experience. A dedicated space for the head teacher further enhances the school’s administrative efficiency. The school is enclosed by an “others” type boundary wall, signifying a commitment to security and protection.

While the school currently lacks functional electricity, it does have access to drinking water through hand pumps, a vital resource in a rural setting. Sanitation facilities include one boys’ toilet and one girls’ toilet, catering to the basic needs of the students. A playground provides a space for recreation and physical activity, promoting holistic development.

The school boasts a library containing 61 books, enriching the learning experience beyond the classroom. Accessibility for students with disabilities is facilitated by ramps, ensuring inclusivity. The school’s instruction medium is Marathi, connecting the education to the local language and culture. The mid-day meal program is implemented within the school premises, providing students with a nutritious meal.

The school’s teaching staff consists of one male teacher. The school is co-educational, welcoming both boys and girls. It currently does not offer pre-primary education. The school operates under a different board than those typically associated with Class 10 or Class 12 exams. The school is not residential.

The school’s commitment to its students extends beyond the provision of basic facilities. The library, playground, and mid-day meal program represent a multifaceted approach to holistic development, fostering not only academic progress but also social and physical well-being. The school’s rural location and dependence on hand pumps for water highlight the importance of such resources in a community setting.

The school’s accessibility via all-weather roads underscores its commitment to making education reachable for all students. The school’s location in a rural area necessitates that such resources as hand pumps for drinking water are operational and maintained.

Z.P. PRM. School plays a crucial role in the local community, providing primary education and contributing significantly to the educational landscape of the rural area. The school’s efforts to deliver a well-rounded education, despite resource constraints, are commendable.

The school’s information shows a commitment to providing quality education within the constraints of its resources. Ongoing support and improvements would further enhance its educational capabilities and benefit the community. The school stands as a testament to the dedication towards providing education in underserved rural communities.