Z.P.PRI SCHOOL KHADKED

Z.P.PRI SCHOOL KHADKED was established in 1955 and it is managed by the Local body. It is located in Rural area. It is located in IGATPURI block of NASHIK 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 No Boundary Wall boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 247 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.PRI School Khadked: A Comprehensive Overview

Z.P.PRI School Khadked, located in the rural area of IGATPURI block, NASHIK district, Maharashtra, is a government-run primary school established in 1955. Managed by the local body, it serves students from Class 1 to Class 4, offering a co-educational environment. The school’s primary language of instruction is Marathi, reflecting the local linguistic landscape.

The school infrastructure comprises a government building with two classrooms, all in good condition. Additional rooms are available for non-teaching activities, and a dedicated space is provided for the head teacher. While the school lacks a boundary wall, it does boast electricity and a functional playground. A library containing 247 books serves as a valuable resource for students, enriching their learning experience beyond the classroom. Ramps are available for students with disabilities, ensuring inclusive access to the school facilities.

The school’s operational capacity includes two male teachers dedicated to delivering quality education. The provision of midday meals is managed on the school premises, ensuring students’ nutritional needs are met. This commitment to student well-being is further emphasized by the presence of one functional boys’ toilet and one functional girls’ toilet.

Though the school does not have a computer-aided learning lab or computers for teaching, the presence of a library underscores the school’s commitment to learning resources. The absence of a pre-primary section and the school’s rural location highlight the specific educational context the school serves.

The school’s location is accessible via all-weather roads, ensuring consistent student attendance regardless of weather conditions. The academic year begins in April, aligning with the standard school calendar in the region. The school’s operational details, including the management and the provision of midday meals, showcase its dedication to providing a supportive learning environment for the local community.

The lack of a boundary wall, while needing attention, does not detract from the overall positive aspects of the school. The presence of a library and a functional playground suggests a commitment to holistic development, extending beyond the academic curriculum. The absence of computers highlights a potential area for future development and technological enhancement.

The school’s management structure, under the local body, indicates a community-driven approach to education. This collaboration is vital for ensuring the school’s continued success and adaptability to the evolving educational needs of the area. The limited number of classrooms and teachers highlights the importance of resource allocation and potential for future expansion.

The school’s commitment to providing a safe learning environment is evident in the availability of toilets and ramps. These features underline a commitment to inclusivity and student well-being. The provision of midday meals reinforces the school’s role in the community as a center for not just academic learning, but also for holistic student development.

In summary, Z.P.PRI School Khadked serves as a vital educational institution within its community. While lacking some resources present in more urban schools, its dedication to providing basic educational facilities and resources in a rural setting is commendable. The school’s ongoing operation and its commitment to its students speak volumes about its importance to the community. Future development could focus on enhancing technological resources and infrastructural improvements.