ZPPS.NAVKHA

ZPPS.NAVKHA was established in 1977 and it is managed by the Local body. It is located in Rural area. It is located in HINGOLI block of HINGOLI 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 No Boundary Wall 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 a playground. The school has a library and has 130 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.NAVKHA: A Rural Primary School in Hingoli, Maharashtra

ZPPS.NAVKHA, a government-run primary school, stands as a cornerstone of education in the rural landscape of Hingoli district, Maharashtra. Established in 1977, this co-educational institution serves students from Class 1 to Class 5, providing a foundational education within its two well-maintained classrooms. The school’s management rests with the local body, reflecting a strong community involvement in shaping its educational journey.

Instruction at ZPPS.NAVKHA is delivered primarily in Marathi, ensuring accessibility for the local community. The school’s commitment to holistic development is evident in its well-equipped facilities. A functional library houses 130 books, fostering a love for reading and learning. The presence of a playground provides a space for physical activity and recreation, contributing to the well-rounded growth of its students.

The school’s infrastructure supports its educational goals. While lacking a boundary wall, the school boasts reliable electricity, ensuring a conducive learning environment. The availability of tap water addresses a vital need, while ramps cater to the accessibility needs of disabled students. Separate boys’ and girls’ toilets further highlight the school’s commitment to providing a safe and supportive atmosphere. The mid-day meal program, prepared on school premises, ensures that nutritional needs are met, enabling students to focus on their studies.

ZPPS.NAVKHA is staffed by two male teachers, dedicated to providing quality instruction. The school operates on a yearly academic calendar commencing in April, aligning with the regional academic schedule. Its rural location necessitates a reliable all-weather road for accessibility, ensuring that students from the surrounding areas can consistently attend classes.

The school’s simple yet functional design focuses on effective teaching and learning. Two classrooms provide ample space for instruction, while additional rooms accommodate non-teaching activities and offer a dedicated space for the school’s teachers. The absence of a computer lab or computers reflects the school’s current technological resources, although the availability of a library and other essential facilities suggests a dedication to providing a balanced education.

The school’s commitment to providing a comprehensive learning experience is evident in its dedication to various aspects of student well-being. This includes providing a nutritious mid-day meal, ensuring access to clean drinking water, and maintaining separate functional restrooms for both boys and girls.

The school’s design and features reflect its commitment to inclusivity. The presence of ramps for disabled students emphasizes its dedication to accessibility. Moreover, the availability of a playground underscores the importance of physical activity in a child’s development.

The school’s location in a rural setting plays a crucial role in its impact on the local community. ZPPS.NAVKHA is an integral part of the village’s educational landscape, providing access to primary education for children in a region where such opportunities may be limited. Its accessibility, facilities, and dedicated teachers contribute significantly to the educational advancement of the local children.

ZPPS.NAVKHA’s long-standing history, established in 1977, highlights its lasting contribution to the education of the Hingoli community. The school stands as a testament to the importance of local initiatives in providing basic education, demonstrating the power of community engagement in shaping a brighter future for the students under its care.

In conclusion, ZPPS.NAVKHA serves as a vital educational institution in the rural heart of Hingoli, Maharashtra, providing a foundational education for young learners with a strong focus on inclusivity, safety, and essential facilities. Its enduring presence underscores the ongoing commitment to providing quality primary education in the region.