ZILLA PARISHAD PRIMARY URDU SCHOOL INZORI

ZILLA PARISHAD PRIMARY URDU SCHOOL INZORI was established in 2007 and it is managed by the Local body. It is located in Rural area. It is located in MANORA block of WASHIM 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. Urdu 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 2 girls toilet and it is functional. The school has a playground. The school has a library and has 150 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 Urdu School Inzori: A Comprehensive Overview

The Zilla Parishad Primary Urdu School Inzori, established in 2007, serves the rural community of Manora block in the Washim district of Maharashtra. Managed by the local body, this co-educational institution provides primary education (classes 1-5) with Urdu as the primary language of instruction. The school’s commitment to education is evident in its various facilities and resources.

The school building, owned by the government, comprises two well-maintained classrooms dedicated to teaching. These are supplemented by additional rooms used for non-teaching activities, including a dedicated space for the school’s staff. While the school lacks a boundary wall, it boasts reliable electricity access, ensuring a conducive learning environment.

A notable feature is the school’s library, containing 150 books, fostering a love for reading among students. A playground provides ample space for recreational activities and physical development, contributing to the holistic growth of the children. Accessibility is a priority, with ramps ensuring that the school is inclusive for students with disabilities.

The school’s commitment to students’ well-being is demonstrated by the provision of meals prepared on the school premises. This initiative supports nutritional needs and reduces barriers to education. Two functional girls’ toilets and one boys’ toilet address hygiene and sanitation needs. The school’s infrastructure reflects its dedication to providing a safe and supportive learning environment.

The school’s teaching staff comprises two male teachers, dedicated to imparting knowledge and fostering a positive learning atmosphere. The school’s curriculum adheres to the standards set for primary education, focusing on providing a strong foundational education.

Despite its robust academic offerings and commitment to students’ holistic growth, the school lacks computer-aided learning facilities and computers for educational purposes. However, the availability of a library and a playground compensate for this deficiency, allowing for alternative learning and recreational opportunities.

The school’s operational model is primarily focused on delivering quality education within its existing resources. The school’s long-standing presence in the community underscores its importance in providing vital educational services to the rural population.

The administration’s efforts in managing the school effectively are evident in the provision of essential facilities and resources. The school’s location ensures easy access for students within the surrounding area.

The availability of ramps for disabled children further emphasizes the school’s commitment to inclusive education. The functional toilets contribute to the students’ hygiene and overall health.

While the school doesn’t offer pre-primary education, its focus on quality primary education strengthens the foundation for students’ future academic pursuits. The school’s continuous operation since 2007 is a testament to its enduring role in the community.