ZILLA PARISHAD PRIMARY SCHOOL,HALDARA TANDA,HORTI

ZILLA PARISHAD PRIMARY SCHOOL,HALDARA TANDA,HORTI was established in 1985 and it is managed by the Local body. It is located in Rural area. It is located in TULJAPUR block of OSMANABAD 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 doesn’t 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 no playground. The school has a library and has 245 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, Haldara Tanda, Horti: A Detailed Overview

Zilla Parishad Primary School, Haldara Tanda, Horti, located in the rural area of Tuljapur block, Osmanabad district, Maharashtra, is a government-run co-educational institution established in 1985 under the management of the local body. The school provides primary education, encompassing classes 1 through 4, with Marathi as the primary language of instruction. The academic year commences in April.

The school’s infrastructure includes two classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall, the school boasts a library containing 245 books, providing valuable resources for students. The school also offers readily accessible hand pumps for drinking water and separate functional toilets for boys and girls.

Despite the absence of a playground and computer-aided learning facilities, the school prioritizes the well-being of its students. The availability of ramps ensures accessibility for disabled children. The school also provides mid-day meals prepared on-site, a crucial aspect of ensuring students receive adequate nourishment.

The school’s teaching staff comprises two male teachers, dedicated to providing quality education to its students. Although the school’s electricity supply is currently non-functional, the presence of the power connection indicates potential for future improvements. The school is not a residential institution and has not been relocated to a new site.

The school’s commitment to providing a basic education within a rural setting is commendable. The limited resources highlight the need for further investment in infrastructure and technology. This could enhance the learning environment and better equip students for future success.

The lack of computers and a computer-aided learning lab indicates a need for technological upgrades. This would allow the school to leverage modern teaching methods and prepare students for an increasingly digital world. Investing in additional learning resources could also significantly improve the students’ learning outcomes.

Further development of the school’s facilities, including a playground and boundary wall, would contribute to a safer and more enriching learning experience. This improvement would ensure a more conducive and positive learning environment for the students.

The school’s success depends largely on the dedication of its teaching staff and the support of the local community. Collaborative efforts between these stakeholders are crucial for fostering a sustainable environment for learning and growth.

The provision of mid-day meals underscores the school’s commitment to holistic child development, addressing not only academic needs but also nutritional requirements. This initiative plays a vital role in student attendance and overall well-being.

In conclusion, Zilla Parishad Primary School, Haldara Tanda, Horti, represents a fundamental pillar of education in the rural community. While facing challenges related to infrastructure and resources, the school’s dedication to providing primary education remains unwavering. Continuous efforts to improve facilities and enhance the learning environment will greatly benefit the students and the community.