GLOBAL MONTESSORI INTERNATIONAL SCHOOL B/GARH

GLOBAL MONTESSORI INTERNATIONAL SCHOOL B/GARH was established in 2012 and it is managed by the Unrecognised. It is located in Urban area. It is located in BAHADURGARH block of JHAJJAR district of HARYANA. The school consists of Grades from 1 to 6. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi 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 Rented building. It has got 14 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 4 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 500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 7 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Global Montessori International School: A Comprehensive Overview

Global Montessori International School B/Garh, established in 2012, is an unrecognised co-educational primary school located in the urban area of Bahadurgarh, Jhajjar district, Haryana. The school caters to students from Class 1 to Class 6, offering a Hindi-medium instruction. Its convenient location ensures accessibility throughout the year, with the academic session commencing in April.

The school operates from a rented building, equipped with 14 well-maintained classrooms dedicated to teaching. Additional rooms are available for non-teaching activities, including a dedicated space for the head teacher. The school’s infrastructure includes a sturdy pucca boundary wall, a reliable electricity connection, and a spacious playground for recreational activities.

A key feature of Global Montessori International School is its well-stocked library, boasting a collection of 500 books to enrich the learning experience. The school also houses a computer-aided learning lab equipped with 7 functional computers, demonstrating its commitment to integrating technology into education. Furthermore, separate functional toilet facilities are provided for both boys (4) and girls (3).

The school’s teaching staff comprises 14 female teachers, led by Head Teacher Anju Mehta. The school’s management prioritises a conducive learning environment, evident in the availability of resources and infrastructure. The absence of ramps for disabled children is a point to be addressed for future improvements.

While the school does not offer a pre-primary section or midday meals, its focus remains on providing quality primary education. The lack of drinking water facilities on campus is a notable concern requiring immediate attention to ensure the well-being of students. The school’s commitment to providing a quality education is evident in its facilities, teaching staff and curriculum.

The school’s dedication to providing a holistic learning experience is further highlighted by its commitment to providing a well-maintained learning environment and access to learning resources such as a library and computer lab. While the school is currently unrecognised, its potential for growth and development within the community remains significant.

Further development and improvement in infrastructure, specifically concerning the lack of drinking water and ramps for disabled students, would greatly enhance the school’s inclusivity and overall functionality.

The school’s relatively small size, with 14 teachers catering to students from Class 1 to Class 6, allows for a more personalized learning environment. This smaller teacher-to-student ratio can facilitate more individualized attention and tailored instruction.

Global Montessori International School’s dedication to providing quality education within the Bahadurgarh community is notable. Continuous improvement in infrastructure and resources would further enhance the learning experience for its students.

The school’s location in an urban setting provides access to various community resources and opportunities for extracurricular activities. This accessibility complements the educational focus of the school.

Future development of the school might include expanding the grade levels offered, incorporating additional resources to meet the specific needs of its students, and seeking official recognition to further enhance its standing within the educational system.

In conclusion, Global Montessori International School B/Garh, despite its challenges, presents a valuable educational resource for the Bahadurgarh community, striving to provide quality primary education within its available resources. Addressing identified infrastructural needs will further enhance its capabilities.