ZP UPP. PS RAIKHED

ZP UPP. PS RAIKHED was established in 1958 and it is managed by the Local body. It is located in Rural area. It is located in TELHARA block of AKOLA 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 5 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 Partial boundary wall. The school has 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 200 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 UPP. PS RAIKHED: A Comprehensive Profile of a Rural Maharashtra Primary School

ZP UPP. PS RAIKHED, a government-run primary school in the rural heart of Maharashtra, stands as a testament to the dedication of providing education to children in underserved areas. Established in 1958 under the management of the local body, the school plays a vital role in the community’s educational landscape.

Academic Focus and Infrastructure:

The school provides education from Class 1 to Class 7, catering to a co-educational student body. Instruction is primarily conducted in Marathi. The school boasts five classrooms, ensuring sufficient space for learning. The building itself is government-owned and features a partially constructed boundary wall, providing a degree of security and enclosure. Reliable electricity ensures a conducive learning environment.

Resources and Amenities:

A notable feature is the school’s library, containing 200 books, providing valuable supplementary reading materials for students. Access to clean drinking water via a tap water supply further enhances the school’s facilities. The provision of one boys’ and one girls’ toilet ensures adequate sanitation facilities for students. Importantly, the school is equipped with one computer, a valuable asset for enhancing learning opportunities.

Staff and Teaching Methodology:

The school employs a total of five teachers, comprising four male and one female teacher, collectively dedicated to imparting knowledge and shaping young minds. The school is committed to providing mid-day meals, prepared and provided on the school premises, addressing the nutritional needs of the students. The school’s accessibility is ensured by its location along an all-weather road.

Accessibility and Inclusivity:

Recognizing the importance of inclusivity, the school has ramps for disabled children, ensuring easy access to classrooms for all students. The absence of a playground might be seen as a drawback that the community could work to improve.

Further Development Potential:

While the school provides basic necessities, the lack of a computer-aided learning lab suggests opportunities for technological improvement to enhance the learning experience. Further investment in additional resources and infrastructure would significantly improve the school’s standing and potentially attract more students.

Conclusion:

ZP UPP. PS RAIKHED represents a vital educational institution within its community. Its dedicated staff, basic amenities, and commitment to providing mid-day meals showcase its importance. Despite some limitations, the school is a valuable asset to the area, demonstrating the persistent commitment to providing educational access even in remote settings. The provision of ramps for the disabled further underscores this dedication to inclusivity.

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