ZILLA PARISHAD PRIMARY SCHOOL AMBARWADI TANDA

ZILLA PARISHAD PRIMARY SCHOOL AMBARWADI TANDA was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in MANTHA block of JALNA district of Maharashtra. The school consists of Grades from 1 to 5. 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 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 87 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 Ambarwadi Tanda: A Detailed Overview

Zilla Parishad Primary School Ambarwadi Tanda, located in the rural area of Jalna district in Maharashtra, India, is a government-run co-educational institution established in 2001. Managed by the local body, this primary school caters to students from Class 1 to Class 5, offering instruction primarily in Marathi. The school’s infrastructure includes two classrooms, ensuring a conducive learning environment for its students.

The school’s facilities include a functional boys’ and girls’ toilet, each with one unit. Further enhancing the learning experience, the school boasts a library stocked with 87 books, a playground for recreational activities, and ramps for easy accessibility for disabled children. While the school lacks a computer lab or computer-aided learning facilities, its commitment to providing a holistic education is evidenced by the provision of meals prepared and served on the school premises.

The school’s teaching staff comprises two male teachers. The school building, a government structure, is well-maintained, with its classrooms in good condition and additional rooms for non-teaching activities. A dedicated space serves as a room for the headmaster/teacher. The school also benefits from a reliable electricity connection and is enclosed by an “Others” type boundary wall. The school’s operational status is noteworthy, functioning optimally for the students.

Despite the absence of computers or a computer lab, the school successfully provides a foundational education. The lack of a pre-primary section doesn’t detract from the school’s commitment to providing quality primary education within its accessible infrastructure. The school’s accessibility via all-weather roads and its April commencement of the academic session ensure smooth operation throughout the year.

The school’s commitment to its students is also reflected in its operational aspects. The school maintains a functional library and a playground for recreational purposes. It is noteworthy that the provision of mid-day meals on-site ensures students receive proper nutrition, supporting their overall well-being and academic performance.

The school’s management by the local body indicates a strong local commitment to education. This ensures the school receives the necessary support and resources to maintain its operational efficiency and deliver quality education to its students.

The “Others” classification for the boundary wall, while less specific, highlights the school’s proactive approach to ensuring the safety and security of its students within the existing infrastructure. The absence of drinking water facilities underscores the need for future improvements and investment to provide a more comprehensive educational environment.

While the school currently lacks technological resources like computers and computer-aided learning programs, this can be viewed as an area for future development and potential enhancement of the school’s educational offerings. The focus remains firmly on providing a strong foundation in basic education.

In conclusion, Zilla Parishad Primary School Ambarwadi Tanda stands as a testament to the dedication of its teachers and the support of the local community. Its strengths lie in its provision of basic education, its supportive learning environment, and its commitment to student well-being. Despite its limitations, the school serves its community well and continues to strive towards improvement.

Future development could focus on addressing the lack of drinking water facilities and integrating technology into the curriculum. Nonetheless, the school’s commitment to providing a solid foundation in education remains its core strength. The school’s history and its present-day focus on providing quality education make it a valuable asset to the community.