ZILLA PARISHAD PRIMARY URDU SCHOOL POHARADEVI

ZILLA PARISHAD PRIMARY URDU SCHOOL POHARADEVI was established in 2005 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 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. 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 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 50 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 Poharadevi: A Comprehensive Overview

Zilla Parishad Primary Urdu School Poharadevi, located in the rural area of MANORA block in WASHIM district, Maharashtra, is a government-run co-educational institution established in 2005 under the management of the local body. The school’s primary focus is providing quality education to students from Class 1 to Class 4, utilizing Urdu as the medium of instruction. The school’s commitment to education is evident in its well-maintained infrastructure and dedication to student well-being.

The school building, constructed by the government, comprises two functional classrooms designed for effective teaching. These classrooms are in excellent condition and provide a conducive learning environment for the students. Additional rooms are available for non-teaching activities, ensuring the smooth operation of the school’s various functions. A dedicated space is also provided for the school’s administration and teachers.

Despite its rural setting, the school boasts essential amenities. A functional library houses 50 books, offering students access to supplementary reading materials. Clean drinking water is readily available through hand pumps, ensuring the students’ health and hydration. Separate, functional boys’ and girls’ toilets cater to the students’ hygiene needs. Furthermore, ramps for disabled children ensure inclusive access to the school’s facilities, highlighting the school’s commitment to accessibility.

The school’s operational efficiency is further supported by its reliable electricity connection. While it lacks a boundary wall and a playground, the school prioritizes providing a mid-day meal prepared and served on the school premises, addressing the nutritional needs of its students.

The school’s teaching staff consists of one male teacher, dedicated to providing quality education. The school operates on an academic calendar that commences in April, aligning with the broader educational schedule in the region. The school’s operational model is further characterized by its accessibility via an all-weather road, ensuring students can attend school regardless of weather conditions.

The school’s infrastructure and resources reflect a commitment to providing a basic, yet functional learning environment. The absence of a computer lab and computers limits access to technology-aided learning but does not detract from the dedication of the staff in imparting essential educational skills. This underscores the school’s focus on providing core foundational learning using traditional teaching methods.

The management structure, under the local body, reflects a community-driven approach to education, ensuring local accountability and engagement. The school’s status as a non-residential institution allows students to focus on their academic pursuits without the demands of on-campus living.

In conclusion, Zilla Parishad Primary Urdu School Poharadevi serves as a vital educational resource in its rural community. While it may lack certain advanced facilities, its dedication to providing a solid foundational education in Urdu within a safe and supportive environment makes it an important pillar of the community. The school’s continued operation and commitment to improvement highlight its importance to the education landscape of the region.

The school’s success depends heavily on the continued support of the community and local authorities. Investing in additional resources, such as expanding the library, improving playground facilities, and introducing technology-aided learning, could enhance the learning experience for the students further. Such improvements would contribute to the overall educational excellence and community engagement vital to the school’s future.

This detailed overview of Zilla Parishad Primary Urdu School Poharadevi provides a comprehensive understanding of its operations, facilities, and its vital role in the community’s educational landscape. Its continued success is essential to the future of the students it serves.