ZPPS KHADAKI

ZPPS KHADAKI was established in 1953 and it is managed by the Local body. It is located in Rural area. It is located in KARMALA block of SOLAPUR district of Maharashtra. The school consists of Grades from 1 to 8. 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 9 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 Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None 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 415 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

ZPPS Khadaki: A Comprehensive Profile of a Rural Primary School in Maharashtra

ZPPS Khadaki, a government-run primary school in the Karmala block of Solapur district, Maharashtra, stands as a testament to rural education in India. Established in 1953, this co-educational institution caters to students from Class 1 to Class 8, offering a crucial foundation in learning. The school’s management lies with the local body, reflecting a community-centric approach to education.

The school’s infrastructure includes a robust pucca building, housing nine classrooms in good condition, suitable for effective teaching and learning. The presence of a library, stocked with 415 books, encourages a love for reading among students. Furthermore, a dedicated playground provides ample space for recreational activities, fostering physical development alongside academic pursuits. Electricity ensures a conducive learning environment, while ramps for disabled children underline the school’s commitment to inclusivity. The school also boasts one boys’ toilet and one girls’ toilet, ensuring basic sanitation facilities.

ZPPS Khadaki’s academic offerings are delivered primarily through the Marathi language, reflecting the local linguistic context. The teaching staff consists of five male teachers and two female teachers, a collaborative team dedicated to providing quality education. The school’s commitment to nutrition is evident through its provision of mid-day meals, prepared on-site, which supports the students’ overall well-being.

The school’s digital resources include two functional computers, enhancing the learning experience with technological integration. However, the school currently lacks a dedicated computer-aided learning lab. This presents an area for potential future development, as the integration of technology further enhances educational opportunities.

The school’s location in a rural area necessitates accessibility considerations. Fortunately, ZPPS Khadaki is accessible via an all-weather road, ensuring that students can attend school regardless of weather conditions. The academic session begins in April, aligning with the typical academic calendar in India.

The school’s non-teaching facilities consist of two rooms that are used for various activities. A dedicated room for the head teacher or other administrative staff ensures that administrative tasks can be carried out effectively. The school does not currently have a pre-primary section, limiting the educational provision to children in primary and upper primary school age groups.

ZPPS Khadaki’s physical infrastructure demonstrates a commitment to providing a safe and functional learning environment. The pucca boundary wall ensures security, and the availability of electricity facilitates teaching and learning activities. The school’s rural setting underscores the need for continued support and development to ensure that all students have access to quality education.

In summary, ZPPS Khadaki operates as a vital educational hub within its community. Its dedication to quality teaching, along with its existing infrastructure, provides a solid foundation for its students’ academic growth. Further investment in resources such as a computer-aided learning lab could enhance its educational capabilities even further. The school’s commitment to providing mid-day meals and facilities for disabled children highlights its inclusive and holistic approach to education. Continued support for this vital institution will further contribute to the educational advancement of the community it serves.