ZPPS SIDRAM MALA

ZPPS SIDRAM MALA was established in 1984 and it is managed by the Local body. It is located in Rural area. It is located in HAVELI block of PUNE 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 7 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 Hand Pumps and it is functional. The school has 3 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 230 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 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 Sidram Mala: A Comprehensive Profile of a Rural Primary School in Maharashtra

ZPPS Sidram Mala, a government-run primary school, stands as a vital educational institution serving the rural community of Haveli block in Pune district, Maharashtra. Established in 1984 and managed by the local body, the school provides primary and upper primary education (classes 1-8) to students in the region. Its commitment to education is reflected in its dedicated faculty and available resources.

The school’s infrastructure comprises a government building, housing seven well-maintained classrooms dedicated to instruction. Beyond the classrooms, additional rooms cater to non-teaching activities, including a dedicated space for the head teacher. While the school boasts a partial boundary wall, it benefits from a reliable electricity connection.

Further contributing to a conducive learning environment, ZPPS Sidram Mala features a functional library stocked with 230 books, a playground for recreation, and hand pumps providing a consistent supply of drinking water. The school’s commitment to accessibility is evident in the provision of ramps for disabled children, ensuring inclusive education for all.

Academically, ZPPS Sidram Mala employs a team of eight teachers, including two male and six female educators. Marathi serves as the primary language of instruction, reflecting the local linguistic landscape. The school’s commitment extends to providing mid-day meals, prepared and served within the school premises, ensuring students receive proper nourishment to support their learning.

The school’s digital resources include three functional computers, although a computer-aided learning lab is currently unavailable. Despite this, the school leverages its existing resources to deliver quality education. ZPPS Sidram Mala’s dedication to its students includes a commitment to maintaining a safe and comfortable learning space. The availability of three boys’ toilets and three girls’ toilets supports this goal.

The leadership of ZPPS Sidram Mala rests with head teacher Jadhav Santosh Bhagvanrao, who guides the school’s operation and ensures its continued success in providing quality education within the community. The school follows a standard academic calendar, commencing its sessions in April.

The school’s co-educational nature reflects its inclusive approach to education, catering to the needs of both boys and girls. While the school does not offer a pre-primary section, it focuses its resources on providing a strong foundation in primary and upper primary education.

ZPPS Sidram Mala serves as an example of a rural school adapting and thriving in its environment, actively serving the educational needs of its community. The school’s commitment to its students, reflected in its infrastructure, resources, and dedicated teaching staff, creates a supportive and enriching learning experience.

The school’s location in a rural area underscores its crucial role in providing accessible education to students who might otherwise lack such opportunities. The availability of resources such as a library, playground, and consistent water supply demonstrates a commitment to creating a holistic and enriching learning environment.

Finally, the school’s governance under the local body emphasizes community involvement and local ownership, fostering a close connection between the school and its surrounding population. This synergy ensures that the school remains responsive to the needs of its students and community.