ZP. PRI. SCH. CHANDANYATALAV

ZP. PRI. SCH. CHANDANYATALAV was established in 2001 and it is managed by the Local body. It is located in Rural area. It is located in CHOPDA block of JALGAON 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. 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 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 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.

ZP. PRI. SCH. CHANDANYATALAV: A Rural Primary School in Maharashtra

ZP. PRI. SCH. CHANDANYATALAV, a government-run primary school, stands as a beacon of education in the rural landscape of Jalgaon district, Maharashtra. Established in 2001 under the management of the local body, this co-educational institution caters to students from Class 1 to Class 5, providing a foundational education within its modest infrastructure.

The school’s location in the CHOPDA block of Jalgaon ensures accessibility for the surrounding community. Instruction is primarily conducted in Marathi, fostering a strong connection to the local language and culture. The school operates within a government-provided building, encompassing two classrooms in good condition. These classrooms provide a dedicated space for learning, supplemented by additional rooms for non-teaching activities. A designated room for the head teacher further enhances the school’s administrative capacity.

Despite its relatively small size, the school offers essential facilities. A functional playground and a library stocked with 50 books encourage holistic development beyond academics. Reliable access to drinking water through hand pumps ensures students’ basic needs are met, and the presence of both boys’ and girls’ toilets promotes hygiene and safety. Ramps for disabled students ensure inclusivity, reflecting a commitment to equitable access to education. The school’s secure hedges provide a clear boundary, establishing a safe and well-defined learning environment. The school also benefits from a consistent electricity supply, enhancing the learning experience.

The school’s commitment to holistic development is underscored by its midday meal program. Meals are prepared and provided on the school premises, ensuring students receive adequate nutrition to support their learning. This integrated approach addresses both educational and nutritional needs, creating a supportive environment for the students’ overall well-being.

The school’s faculty comprises three male teachers dedicated to providing quality education. The absence of a pre-primary section and the use of “Others” as a designation for higher secondary boards indicates a specific focus on primary education. This specialized focus allows the teachers to dedicate their efforts and resources to providing a solid foundation for the students in their formative years.

The school’s infrastructure, while modest, provides a functional learning environment. The presence of a library, playground, and functional toilets reflects a commitment to providing students with a well-rounded experience. The school’s rural location underscores its importance in bringing educational opportunities to underserved communities.

ZP. PRI. SCH. CHANDANYATALAV’s dedication to providing a supportive and enriching learning environment for its students is evident in its provision of basic necessities, dedicated teachers, and commitment to providing a nutritious midday meal. Its simple yet functional design caters to the needs of its students, fostering a foundation for future success.

The school’s commitment to accessibility is further emphasized by its all-weather road access, ensuring students can attend school regardless of weather conditions. This commitment reflects a broader understanding of the barriers to education and a proactive approach to overcoming them. The school’s simple, functional structure and dedicated staff represent a significant contribution to the educational landscape of rural Maharashtra.

This primary school plays a crucial role in providing a vital educational foundation for students in the rural area it serves. Its unwavering dedication to its students’ academic and holistic development positions it as a valuable community asset. The school’s continued operation and commitment to improving the lives of its students make it a beacon of hope and progress in its community.

In conclusion, ZP. PRI. SCH. CHANDANYATALAV serves as an example of a successful rural primary school, providing quality education and essential resources to its students in a well-managed and supportive environment. The school’s dedication to its students and its commitment to providing a well-rounded education make it an invaluable asset to the community it serves.