HAJJIN QUAMRUNNISA PRI SCHOOL

HAJJIN QUAMRUNNISA PRI SCHOOL was established in 2009 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in MALEGAON MC block of NASHIK district of Maharashtra. The school consists of Grades from 1 to 7. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Urdu 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 5 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 Hand Pumps and it is functional. The school has 3 boys toilet and it is functional. and 2 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 5 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Hajjin Quamrunnisa Pri School: A Comprehensive Overview

Hajjin Quamrunnisa Pri School, a private, co-educational institution located in the urban area of Malegaon MC block, Nashik district, Maharashtra, offers primary and upper primary education from classes 1 to 7. Established in 2009 under Pvt. Aided management, the school has undergone a relocation to its current site. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

Infrastructure and Resources: The school boasts five classrooms in good condition, providing ample space for learning. Complementing the classrooms are two additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a boundary wall, the school benefits from reliable electricity and readily accessible hand pumps for drinking water. A functional playground and a library stocked with 500 books enrich the learning environment. The school’s commitment to technology is demonstrated by the availability of five computers, though a computer-aided learning lab is currently absent.

Academic Focus and Staff: Urdu serves as the primary language of instruction. The school employs seven female teachers, two of whom are dedicated to the pre-primary section, which is also available. The school follows the “Others” board for classes 10 and 10+2, showcasing a commitment to diverse educational pathways. A key highlight is the school’s focus on pre-primary education, further enhancing its commitment to comprehensive early childhood learning. The school’s accessibility is further improved by its location which is reachable via an all-weather road. Academic sessions commence in April.

Facilities and Accessibility: The school’s infrastructure supports a conducive learning environment. The availability of three boys’ toilets and two girls’ toilets underscores the school’s commitment to hygiene and sanitation. While ramps for disabled children are not currently available, the school’s location and building design contribute to overall accessibility. The absence of a mid-day meal program is noted.

School’s Unique Characteristics: The school’s commitment to education is notable; it is a private, aided institution that successfully provides primary and upper-primary level education. Its focus on pre-primary education and the dedicated staff suggest a strong focus on early childhood development. The availability of a library, playground, and computers, despite the absence of a dedicated computer lab, indicates a commitment to providing a holistic education.

Growth and Future Prospects: Hajjin Quamrunnisa Pri School’s journey since its establishment in 2009 demonstrates a dedication to education within the community. The school’s focus on providing quality education in a supportive environment is a testament to its continued commitment. The school’s proactive approach to relocation indicates its adaptability and responsiveness to the needs of its students and the surrounding community.

Conclusion: Hajjin Quamrunnisa Pri School presents a compelling picture of a dedicated educational institution. Its commitment to offering quality primary and upper-primary education, coupled with its well-maintained facilities and dedicated staff, make it a valuable asset to the community. The school’s commitment to inclusivity and a well-rounded education is clear, even with areas for future development.

Further Information: For inquiries or further details, interested parties should consult the school directly. The school’s location and contact information may be readily available through local education authorities or online resources.

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