Z.P.UPP.PRI. SCHOOL KUNGHADA (CHAK)

Z.P.UPP.PRI. SCHOOL KUNGHADA (CHAK) was established in 1980 and it is managed by the Local body. It is located in Rural area. It is located in NAGBHID block of CHANDRAPUR 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 Tap Water 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 200 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. UPP. PRI. School Kunghada (Chak): A Comprehensive Overview

Z.P. UPP. PRI. School Kunghada (Chak), a government-run primary school, serves the rural community of Kunghada (Chak) in the Chandrapur district of Maharashtra, India. Established in 1980, this co-educational institution offers a crucial educational foundation for students in the area. The school’s commitment to providing quality education is evident in its facilities and teaching approach.

Infrastructure and Resources: The school boasts two well-maintained classrooms, ensuring ample space for learning. A functional library houses an impressive collection of 200 books, fostering a love for reading among students. The presence of a playground provides opportunities for physical activity and recreation, contributing to the holistic development of children. Reliable tap water ensures access to clean drinking water, a vital aspect of a healthy school environment. The school also features separate boys’ and girls’ toilets, prioritizing hygiene and safety. Ramps for disabled children ensure accessibility for all students.

Academics and Instruction: The school follows a primary curriculum (classes 1-4) with Marathi as the primary language of instruction. Two male teachers dedicatedly provide educational support to the students. The school provides mid-day meals, prepared and served on the premises, addressing the nutritional needs of its students. The school’s management falls under the local body, demonstrating a strong community involvement in its operation.

Teaching Methodology and Resources: While the school doesn’t currently have computer-aided learning or computer labs, its focus remains on providing a strong foundation in basic literacy and numeracy through traditional teaching methods. The absence of pre-primary sections and the school’s location in a rural area present unique challenges and opportunities.

Community Engagement and Future Growth: The school’s establishment in 1980 reflects its long-standing contribution to the community. Its continued operation under the local body showcases a commitment from the local authorities to education. The school lacks a boundary wall, however, this could represent an area for potential future improvements and expansion.

Accessibility and Connectivity: The school’s accessibility is further highlighted by its location on an all-weather road, ensuring students can attend school regardless of weather conditions. The school’s academic year begins in April, aligning with the regional academic calendar.

School’s Strengths and Areas for Improvement: The school’s strengths lie in its dedicated teachers, functional infrastructure, and the provision of essential amenities like a library and playground. Areas for potential growth include the addition of computer-aided learning facilities, construction of a boundary wall, and potentially attracting female teachers to foster a more balanced teaching environment.

Conclusion: Z.P. UPP. PRI. School Kunghada (Chak) plays a vital role in providing primary education to children in the rural community. With its supportive environment, dedicated teachers, and basic amenities, the school paves the way for future generations.

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