ZILLA PARISHAD PRIMARY SCH LATA LAMBOTA

ZILLA PARISHAD PRIMARY SCH LATA LAMBOTA was established in 1994 and it is managed by the Local body. It is located in Rural area. It is located in NILANGA block of LATUR 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 Barbed Wire Fencing 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 154 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.

Zilla Parishad Primary School Lata Lambota: A Comprehensive Overview

Zilla Parishad Primary School Lata Lambota, established in 1994, serves the rural community of Nilanga block in Latur district, Maharashtra. Managed by the local body, this co-educational institution offers primary education from Class 1 to Class 4, exclusively using Marathi as the medium of instruction. The school’s commitment to providing a quality education is evident in its facilities and resources.

The school building, a government structure, houses two well-maintained classrooms dedicated to teaching. Additional rooms cater to non-teaching activities, ensuring a conducive learning environment. A secure perimeter is maintained by barbed wire fencing, and the school boasts reliable electricity, crucial for both teaching and student comfort.

Access to clean drinking water is ensured through functional hand pumps, a vital consideration in rural settings. The school’s facilities include separate functional boys’ and girls’ toilets, demonstrating a commitment to hygiene and gender inclusivity. Importantly, ramps are available, ensuring accessibility for disabled children.

Further enriching the learning experience, the school provides a playground for physical activity and a library stocked with 154 books. This collection offers students valuable supplementary learning resources beyond the core curriculum. Mid-day meals are provided and prepared on the school premises, ensuring that students receive proper nourishment.

The school’s teaching staff comprises two male teachers who are dedicated to the education of the students. The school is readily accessible throughout the year due to its all-weather road approach. The academic year commences in April, aligning with the wider educational calendar.

Despite its commitment to education, the school currently lacks a computer lab and computers for computer-aided learning. However, the school’s strong foundational elements make it an essential part of the community, shaping the future generations.

The school’s management structure is a testament to community involvement and the local body’s investment in education. The lack of a pre-primary section and the absence of computers represent opportunities for future growth and improvement. However, the current resources and facilities firmly establish the school as a vital pillar of the community.

The school’s rural location underscores its significant role in bridging the educational gap, providing access to learning in an area that might otherwise have limited educational opportunities. The dedicated staff and the robust facilities contribute significantly to providing a strong educational foundation for the students.

The focus on Marathi as the medium of instruction speaks to the school’s dedication to preserving and promoting local language and culture. This prioritization supports the students’ identity and cultural understanding alongside their academic progress.

Looking ahead, future development plans could include the integration of technology through a computer lab and computer-aided learning programs to further enhance the educational experience. The school’s current success demonstrates its profound impact on the community, and continued development promises to further strengthen its educational contribution.