ZP CPS PEERPIMPALGAON

ZP CPS PEERPIMPALGAON was established in 1957 and it is managed by the Local body. It is located in Rural area. It is located in JALNA block of JALNA district of Maharashtra. The school consists of Grades from 1 to 7. 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 8 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 Hedges 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 310 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

ZP CPS Peerpimpalgoan: A Comprehensive Profile of a Rural Maharashtra Primary School

ZP CPS Peerpimpalgoan, a government-run primary school in the Jalna district of Maharashtra, India, stands as a testament to rural education. Established in 1957 and managed by the local body, the school caters to students from Class 1 to Class 7, offering a co-educational environment. Its location in a rural area underscores its vital role in providing educational opportunities to children in a less-accessible region.

The school’s infrastructure includes a government building with eight well-maintained classrooms. The presence of a functional library, stocked with 310 books, and a playground highlights the school’s commitment to providing a holistic learning experience beyond academics. Further enhancing the learning environment, the school boasts electricity and a secure perimeter defined by hedges. Reliable access to drinking water is ensured through functional hand pumps, demonstrating a commitment to students’ well-being.

The school’s facilities also encompass essential sanitation amenities: one boys’ toilet and one girls’ toilet, both functional, are available for students’ use. Importantly, ramps for disabled children ensure inclusivity in accessing the classrooms. While the school does not yet have a computer-aided learning lab, it does possess a single computer, suggesting a possible stepping stone towards integrating technology into the curriculum.

ZP CPS Peerpimpalgoan employs a team of nine teachers: two male and seven female educators. This demonstrates a dedication to providing a balanced and supportive teaching force. Marathi serves as the primary medium of instruction, fostering a connection to the local culture and language. The provision of mid-day meals prepared on-site further strengthens the support system offered to the students.

The school’s commitment to providing a comprehensive learning environment is evident in its robust infrastructure and dedicated teaching staff. The availability of resources like a library and playground, combined with essential amenities such as toilets and clean drinking water, ensures that students have access to a safe and supportive learning environment.

The school’s rural location necessitates adaptability and resourcefulness, exemplified by the use of hand pumps for drinking water. This showcases the school’s ability to thrive and serve its community despite potential infrastructural limitations. The dedication to provide a mid-day meal on school premises highlights the school’s holistic approach to student well-being.

The school’s single computer represents a potential starting point for introducing technology into the learning process. While not yet equipped with a full computer-aided learning lab, the presence of this resource suggests a future trajectory towards enhanced technological integration.

The leadership of Head Teacher Chavhan Shankuntala Baburao provides guidance and stability within the school. The school’s management by the local body underscores its strong connection to the community and its active involvement in shaping the educational landscape of the area.

In summary, ZP CPS Peerpimpalgoan serves as a crucial educational institution within its rural community. Its established infrastructure, dedicated staff, and commitment to student well-being exemplify the vital role it plays in shaping the future of its students. Further development and integration of technology could elevate the school’s capacity to provide even more comprehensive educational opportunities.