ZP PRI SCHOOL VIVRA NO.2

ZP PRI SCHOOL VIVRA NO.2 was established in 2002 and it is managed by the Local body. It is located in Rural area. It is located in PATUR block of AKOLA 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 N/A boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Tap Water 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 143 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.

ZP PRI School Vivra No.2: A Comprehensive Overview

ZP PRI School Vivra No.2, a government-run primary school in the rural area of PATUR block, AKOLA district, Maharashtra, stands as a testament to the commitment to education in even the most remote corners of the state. Established in 2002 under the management of the local body, this co-educational institution caters to students from Class 1 to Class 4. The school’s dedication to providing a quality education is evident in its various features and resources.

Infrastructure and Facilities:

The school boasts a government-owned building equipped with two classrooms, ensuring adequate space for learning. While lacking a playground, the school compensates with a functional library, housing an impressive collection of 143 books, fostering a love for reading among its students. The school’s commitment to hygiene is reflected in its well-maintained boys’ and girls’ toilets. Access to clean drinking water is ensured through a functional tap water system. Notably, ramps for disabled children are in place, promoting inclusivity.

Academic Environment:

Marathi serves as the primary language of instruction, facilitating effective communication and learning. The school’s two teachers, one male and one female, provide individualized attention to students. The school proudly provides and prepares meals on its premises, addressing the nutritional needs of its students and ensuring their well-being.

Technological Resources and Support:

While the school currently lacks computer-aided learning facilities and computers, its focus remains firmly on providing a robust foundation in core subjects. The absence of electricity, however, presents a notable challenge to be addressed.

Academic Curriculum and Structure:

The school follows a primary-only curriculum (Classes 1-5), ensuring a solid educational base for its students. Although the school does not have a pre-primary section, the focus on basic education ensures that children enter primary education well-prepared. The school’s affiliation with “Others” boards (for both Class 10 and 10+2) reflects flexibility in accommodating students’ future educational aspirations.

Community Engagement and Accessibility:

The school’s location ensures accessibility via all-weather roads. The commencement of the academic year in April aligns with the regional academic calendar, supporting seamless transitions for students. The school’s rural setting fosters a close-knit community environment, where students and staff can build strong relationships.

Future Goals and Aspirations:

The school is actively working towards addressing the lack of electricity, which would greatly enhance the teaching and learning environment. Potential upgrades in technological infrastructure, such as the introduction of computers and a computer-aided learning lab, would further enrich the educational experience.

Conclusion:

ZP PRI School Vivra No.2, despite facing some challenges, demonstrates its firm commitment to quality primary education. Its dedicated staff, resourceful library, and functional facilities serve as beacons for promoting learning and fostering a brighter future for its students. With the support of the community and possible upgrades, the school is poised to continue making significant contributions to the educational landscape of the region. The school’s focus on inclusive practices, evident in the provision of ramps for disabled children, further underscores its commitment to ensuring every child has the opportunity to thrive.