ZPPS NO 3 JUNE SAHAR

ZPPS NO 3 JUNE SAHAR was established in 1935 and it is managed by the Local body. It is located in Urban area. It is located in AKOLA PS 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 4 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has no playground. The school has a library and has 302 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.

ZPPS No 3 June Sahar: A Comprehensive Overview of a Maharashtra Primary School

ZPPS No 3 June Sahar, a primary school nestled in the urban heart of Akola district, Maharashtra, stands as a testament to the enduring commitment to education. Established in 1935 and managed by the local body, this co-educational institution provides crucial primary education to the community. Its four classrooms, housed within a government building, offer a conducive learning environment for students in grades 1 through 4.

The school’s infrastructure reflects its dedication to providing a functional learning space. The presence of a pucca boundary wall ensures safety and security, while a reliable electricity connection facilitates modern teaching methods. Although a playground is absent, the school boasts a library containing 302 books, providing students access to essential reading materials. Notably, ramps are present to ensure accessibility for disabled children, highlighting the school’s commitment to inclusivity. The school also benefits from having two boys’ toilets and two girls’ toilets.

The teaching staff at ZPPS No 3 June Sahar consists of a dedicated team of five teachers, including one male teacher and four female teachers, all committed to providing a quality education. Marathi serves as the primary language of instruction, making learning more accessible to the local student population. The school operates on an academic calendar that commences in April, aligning with the regional academic year.

Mid-day meals, a crucial part of many Indian schools’ operations, are prepared and provided on the school premises, ensuring that students receive essential nourishment alongside their education. This initiative significantly contributes to the overall well-being and academic success of the student body. The school’s commitment to providing meals is a vital component of its efforts to support students from diverse backgrounds.

The school’s location within the AKOLA PS block of AKOLA district places it within a well-established community, enabling strong local connections and fostering a sense of belonging. The accessibility of the school via an all-weather road ensures that students can attend regularly, irrespective of weather conditions. This ease of access is crucial in facilitating consistent attendance and improving educational outcomes.

While the school’s primary focus remains on grades 1-4, the absence of a pre-primary section means that younger children in the area may need to seek alternative care facilities. This aspect could present an opportunity for future expansion and development to better cater to the educational needs of the entire community.

The school’s management by the local body reflects the local community’s involvement and investment in their educational landscape. This close relationship facilitates collaborative decision-making and responsiveness to the specific needs of the community’s children. This local governance structure ensures a degree of accountability and localized expertise in educational administration.

The information currently available does not specify the details of the head teacher or any other administrative personnel, limiting the comprehensive understanding of the school’s leadership. Further information in this area would greatly enrich the complete profile of ZPPS No 3 June Sahar.

The library’s collection of 302 books provides a foundational resource for students. Although not extensive, it represents a significant asset for encouraging a reading culture within the school and supporting students’ academic pursuits. This collection can be further enhanced to enhance students’ learning opportunities, particularly in an age of digital information.

In conclusion, ZPPS No 3 June Sahar serves as a vital community institution, providing essential primary education to its students. Its strong points include its commitment to inclusivity, its dedication to providing mid-day meals, and its accessible location. While opportunities exist for expansion and improvement, the school’s commitment to providing a quality education within its current resources is clear.