GULSHANE RISALAT NARSINGHPUR

GULSHANE RISALAT NARSINGHPUR was established in 2014 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in NARSINGHPUR block of NARSIMHAPUR district of Madhya Pradesh. 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 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 Private 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 doesn’t 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 10 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 Not Applicable providing mid-day meal.

Gulshane Risalat Narsinghpur: A Primary School in Narsinghapur, Madhya Pradesh

Gulshane Risalat Narsinghpur is a primary school located in the urban area of Narsinghpur block, Narsinhapur district, Madhya Pradesh. Established in 2014, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 5th standard. The school’s instruction medium is Hindi.

The school building, privately owned, houses two well-maintained classrooms dedicated to teaching. These are supplemented by two additional rooms used for non-teaching activities, and a separate room for the head teacher. While the school boasts a playground and a library containing 10 books, it currently lacks a boundary wall and electricity connection. However, it does provide tap water for drinking purposes and features ramps to ensure accessibility for disabled children.

Despite the absence of computers and a computer-aided learning lab, the school provides a basic educational foundation for its students. The school’s facilities include functional boys’ and girls’ toilets. The lack of a pre-primary section and the absence of a mid-day meal program are notable aspects of its current operational structure.

The school’s location ensures accessibility via an all-weather road, and its academic session commences in April, aligning with the standard academic calendar. The lack of a head teacher is a factor that could benefit from attention and could be a focus for future development.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its unique character and potentially its community ties. Its urban location suggests a connection with a potentially larger population base compared to rural settings. Future developments might include the addition of computers and a computer-aided learning lab to enhance the quality of education.

Improving infrastructure by constructing a boundary wall and securing an electricity connection would significantly enhance the learning environment. Similarly, the addition of a mid-day meal program could address nutritional needs of the students, while the recruitment of a head teacher is vital for robust leadership.

The provision of more books for the existing library and perhaps expansion of the library’s space would further support academic pursuits. The school’s current limitations in terms of staff and resources are areas where future investment and community support could make a significant difference.

Gulshane Risalat Narsinghpur serves a crucial role within its community by providing basic primary education. Continued development and growth in resources and infrastructure could considerably elevate the quality of education offered, thereby empowering the students and enhancing the overall standing of the institution.

The school’s commitment to providing education within a specified framework deserves recognition. The focus on accessibility, reflected in the ramps for disabled students, showcases a proactive approach to inclusive education. Further efforts towards staff recruitment and resource enhancement would reinforce this commitment.

The school’s relatively small size presents both challenges and opportunities. Targeted interventions and support could enable it to grow and better serve its community. The existing infrastructure, though limited, provides a solid foundation for future enhancements. The school’s current resources and facilities provide a baseline for improvements that can be implemented strategically.