Z.P.PS. SHERESHINDEWADI

Z.P.P.S. Shereshindewadi: A Comprehensive Profile of a Rural Primary School

Z.P.P.S. Shereshindewadi, a government-run primary school in the Phaltan block of Satara district, Maharashtra, stands as a testament to rural education. Established in 1966, this co-educational institution caters to students from Class 1 to Class 5, offering a foundational education within a rural setting. Its management falls under the purview of the local body, reflecting a community-centric approach to education.

The school's infrastructure includes two well-maintained classrooms, ensuring sufficient space for instruction. A separate room serves the head teacher, while additional rooms facilitate non-teaching activities. Although lacking a boundary wall, the school benefits from a reliable electricity connection and access to tap water, providing essential amenities for both students and staff. The presence of a playground underscores the school's commitment to providing a holistic learning experience, supplementing classroom education with opportunities for physical activity.

The instructional medium at Z.P.P.S. Shereshindewadi is Marathi, aligning with the local linguistic context. Teaching staff comprises one male teacher and one female teacher, fostering a collaborative environment. The school's commitment to student well-being is highlighted by the provision of mid-day meals, prepared and served on the school premises. A single computer is available for educational purposes, supporting efforts toward integrating technology into learning.

The school's operational structure is notable for its simplicity and focus on core educational needs. The absence of a pre-primary section, library, and computer-aided learning lab reflects resource constraints often faced by rural schools. However, the presence of functional boys' and girls' toilets demonstrates a commitment to providing essential sanitation facilities. The lack of ramps for disabled access points to an area requiring future development to promote inclusivity.

The school's location in a rural area underscores its crucial role in providing access to education in a less developed region. Its accessibility via an all-weather road ensures that students can attend school irrespective of weather conditions. The school's academic year commences in April, adhering to the standard academic calendar. The school operates as a non-residential institution, focusing entirely on providing day-time education.

Z.P.P.S. Shereshindewadi operates under the 'Others' board for both Class 10 and Class 10+2, which deserves further investigation to clarify the examination board used by the school. The school's pin code is 415523, offering a geographical reference point for anyone wishing to learn more about or visit the school. While contact information such as phone and email addresses are currently unavailable, the available data provides a comprehensive overview of its structure, resources, and educational approach.

The school's dedication to providing quality education in a rural setting is apparent. The available resources, though limited, are efficiently utilized to provide a foundational education to the students. The school's management, the local body, plays a crucial role in ensuring its operational efficiency and community integration.

Future development plans might focus on improving infrastructure to include a boundary wall, expanding library resources, introducing a computer-aided learning lab, and incorporating ramps for disabled access to promote a truly inclusive environment. Such enhancements would further enhance the learning opportunities available to the students.

In conclusion, Z.P.P.S. Shereshindewadi serves as an example of a rural primary school striving to provide quality education despite resource limitations. Its commitment to providing fundamental education, coupled with the efforts of the teaching staff and the local body, creates a foundation for future growth and development within the community. The focus on providing a safe and functional learning environment indicates a forward-looking approach to improving educational access in rural areas. Further information regarding the school's operations and development plans would enrich our understanding of its contribution to rural education.

This article is generated by AI using existing data. To ensure the accuracy and completeness of information about schools, it is recommended to verify details with official sources or contact directly with the relevant institution.