HAROON ANSARI URDU PRI SCHOOL

HAROON ANSARI URDU PRI SCHOOL was established in 2009 and it is managed by the Pvt. Unaided. 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 Boys 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 10 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 Tap Water and it is functional. The school has 5 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 4691 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 24 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

HAROON ANSARI URDU PRI SCHOOL: A Comprehensive Profile

HAROON ANSARI URDU PRI SCHOOL, established in 2009, is a private, unaided boys’ school located in the urban area of MALEGAON MC block, NASHIK district, Maharashtra. Operating from a private building, the school offers primary and upper primary education (classes 1-7) with Urdu as the medium of instruction. Its commitment to quality education is evident in its various facilities and resources.

The school boasts ten well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities and a separate space for administrative purposes. A robust infrastructure includes a pucca boundary wall, ensuring safety and security. Reliable electricity ensures uninterrupted learning, and readily available tap water addresses the students’ hydration needs.

The school’s dedication to holistic development is reflected in its provision of a playground and a well-stocked library, housing an impressive collection of 4691 books. These resources provide ample opportunities for both physical activity and intellectual stimulation outside of the classroom. Further enhancing the learning experience, the school possesses 24 functional computers, although a dedicated computer-aided learning lab is absent.

The school’s teaching staff comprises a dedicated team of seven educators, including two male teachers, five female teachers, and two pre-primary teachers. The school also features a pre-primary section, catering to the youngest learners. The school’s commitment to inclusivity is, however, hampered by the absence of ramps for disabled children.

The school’s academic structure aligns with the “Others” board for class 10 and 10+2, emphasizing a unique curriculum tailored to its student body. This approach focuses on providing high-quality education within the specific context of the local community. The school’s success is further reflected in its reported shift to a new location, signifying growth and progress.

The school’s geographic location, readily accessible via all-weather roads, ensures convenient access for students from the surrounding area. The April start to the academic session aligns with the broader educational calendar in the region. The school’s commitment to providing a safe and nurturing environment, coupled with its robust infrastructure and dedicated teaching staff, establishes it as a valuable educational institution within its community.

While the school’s size may be modest, the impact it has on the lives of its students is significant. The availability of resources like computers, a library, and a playground reflects a commitment to providing a well-rounded educational experience. The provision of separate toilet facilities for boys and girls underscores a commitment to gender-sensitive infrastructure.

The absence of a computer-aided learning lab, despite the presence of numerous computers, presents an opportunity for future development. Integrating technology more fully into the curriculum could enhance the learning experience for students. Similarly, the lack of ramps for disabled students highlights an area needing attention to ensure full inclusivity.

In summary, HAROON ANSARI URDU PRI SCHOOL provides a valuable educational service to the boys in its community. Its strengths lie in its dedicated teaching staff, well-maintained facilities, and commitment to providing a structured learning environment. However, opportunities exist to further enhance the school’s inclusivity and integrate technology more effectively.

The school’s operational efficiency, reflected in its functional facilities and readily available resources, underscores its commitment to providing a high-quality learning environment for its students. The detailed information provided offers a transparent and informative overview of the school, allowing potential stakeholders to gain a comprehensive understanding of its operations. This detailed understanding will allow for more informed decisions regarding the allocation of resources and support for future development.