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CHADIA PRI. SCH. AMRELI
Schools world Rating: 0.7/5
Area : | CHADIYA, AMRELI |
District : | AMRELI |
State : | GUJARAT |
Pincode : | 365630 |
Established in Year : | 1898 |
Management : | Local Body |
Coeducation: | Co-Educational |
Medium of Instruction: | Gujarati
, Others
, Others
| Total no of students: | 126 |
|
School Category : | P. with U.Primary |
Residential: | No
, Not Applicable |
No of Teachers: | 6 |
No of non teaching staff: | 0 |
No of class rooms: | 6 |
No of non-class rooms: | 2 |
No of black boards: | 20 |
Library: | Yes
, No of books: 195
|
No of computers: | 2 |
Student Teacher Ratio: | 21 |
Student Classroom Ratio: | 21 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 69.23 |
Description:
The school CHADIA PRI. SCH. is located in the area CHADIYA of AMRELI. CHADIA PRI. SCH. is in the AMRELI district of GUJARAT state. pincode is 365630. CHADIA PRI. SCH. AMRELI was establised in the year 1898. The management of CHADIA PRI. SCH. is Local Body. CHADIA PRI. SCH. is a P. with U.Primary school. The coeducation status of CHADIA PRI. SCH. is Co-Educational. The residential status of CHADIA PRI. SCH. is No. and the residential type of CHADIA PRI. SCH. is Not Applicable. The total number of students in CHADIA PRI. SCH. AMRELI is 126. The total number of teachers in CHADIA PRI. SCH. AMRELI is 6. The total number of non teaching staff in CHADIA PRI. SCH. is 0. The medium of instruction in CHADIA PRI. SCH. is Gujarati. The total number of class rooms in CHADIA PRI. SCH. is 6. The total number of other rooms in CHADIA PRI. SCH. is 2. The total number of black boards in CHADIA PRI. SCH. is 20. The total number of books in the library of CHADIA PRI. SCH. is 195. The total number of computers in CHADIA PRI. SCH. AMRELI is 2. The student teacher ratio of CHADIA PRI. SCH. AMRELI is 21.00000. The student classroom ratio of CHADIA PRI. SCH. is 21.00000. The pass percentage of CHADIA PRI. SCH. is 100.00000. The percentage of students who scored first class in CHADIA PRI. SCH. is 69.23000.
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