Z.P. UPPER.PRI. URDU GIRLS SCH. NO.2 CHOPDA

Z.P. UPPER.PRI. URDU GIRLS SCH. NO.2 CHOPDA was established in 1981 and it is managed by the Local body. It is located in Urban area. It is located in CHOPDA block of JALGAON district of Maharashtra. The school consists of Grades from 1 to 7. The school is Girls 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 6 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 Hedges 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 1 boys toilet and it is functional. and 4 girls toilet and it is functional. The school has a playground. The school has a library and has 250 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. Upper Primary Urdu Girls School No. 2 Chopda: A Comprehensive Overview

Z.P. Upper Primary Urdu Girls School No. 2 Chopda, located in the urban area of Chopda, Jalgaon district, Maharashtra, is a government-run institution established in 1981. Managed by the local body, this school caters exclusively to girls, offering primary and upper primary education from classes 1 to 7. Instruction is primarily conducted in Urdu, fostering a strong linguistic foundation for its students. The school’s commitment to providing a quality education is further underscored by its well-maintained infrastructure and dedicated teaching staff.

The school boasts six classrooms, all in excellent condition, ensuring a conducive learning environment. Its location is easily accessible via an all-weather road, eliminating transportation barriers for students. The academic year commences in April, following the standard academic calendar. Beyond classrooms, the school provides a library housing an impressive collection of 250 books, enriching the students’ learning experience beyond the curriculum. A dedicated playground also contributes to the overall holistic development of the students, encouraging physical activity and social interaction.

The school’s infrastructure is noteworthy for its features that enhance the learning experience. A secure boundary of hedges surrounds the school premises, creating a safe environment for the students. Reliable electricity ensures uninterrupted learning, particularly important for modern educational practices. Clean and accessible drinking water is provided via a functional tap water system, fulfilling a basic requirement for hygiene and health. The presence of four functional girls’ toilets further underscores the school’s commitment to providing necessary amenities. Importantly, the school has ramps, ensuring accessibility for students with disabilities.

The teaching staff comprises a total of seven educators, including six male teachers and one female teacher, with one head teacher leading the school. The school provides mid-day meals, prepared and served on the school premises, ensuring that students have access to nutritious food throughout the school day. This ensures that students’ nutritional needs are met, enabling them to focus on their studies without concerns about hunger. The school’s dedicated team consistently strives to provide a supportive and enriching learning atmosphere.

The school’s management is highly focused on providing a holistic educational experience. The inclusion of a library, a playground, and clean sanitation facilities are vital components of a comprehensive educational setting. These features support not only academic learning but also the overall well-being and development of the students. The school’s commitment to providing mid-day meals demonstrates its dedication to supporting the students’ nutritional needs.

The school’s affiliation with the “Others” board for classes 10 and 10+2 suggests a focus on a flexible curriculum tailored to local needs and priorities. The school’s decision to shift to a new location attests to a continuous pursuit of improvement and enhancement of facilities, demonstrating a proactive approach to enhancing the students’ learning environment.

The school’s successful functioning is a testament to the collective effort of its teachers, staff, and the local community. The availability of resources, such as the library and playground, and the focus on providing a safe and healthy environment highlight the school’s dedication to its students’ holistic development. The school’s commitment to inclusivity, as evidenced by the provision of ramps for disabled students, deserves commendation.

This comprehensive overview of Z.P. Upper Primary Urdu Girls School No. 2 Chopda highlights its commitment to providing quality education in a supportive and inclusive environment. The school’s infrastructure, teaching staff, and supportive programs all contribute to creating a thriving learning community.

The institution’s legacy, dating back to 1981, speaks volumes about its long-standing contribution to the education of girls in the Chopda community. The continued dedication to providing quality education makes this school an invaluable asset to the community it serves.

In conclusion, Z.P. Upper Primary Urdu Girls School No. 2 Chopda stands as a beacon of quality education, providing a conducive learning environment for girls and contributing significantly to the development of the community. Its focus on providing a supportive infrastructure, ensuring accessibility for all students, and promoting holistic development makes it a model institution.