HASHEMIAH LP HIGH SCHOOL

HASHEMIAH LP HIGH SCHOOL was established in 1927 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in URC-12(BYCULLA) block of MUMBAI (SUBURBAN) district of Maharashtra. The school consists of Grades from 1 to 4. The school is Co-educational and it doesn’t 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 Rented building. It has got 8 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 4 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 1000 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Hashemian LP High School: A Detailed Profile

Hashemian LP High School, established in 1927, stands as a testament to enduring educational commitment in Mumbai. This privately aided co-educational institution caters to students from Class 1 to Class 4, providing primary education within an urban setting. Located in the URC-12(BYCULLA) block of Mumbai (Suburban), Maharashtra, the school’s history and current state provide a fascinating case study in urban education.

The school’s infrastructure includes a rented building, equipped with eight well-maintained classrooms designed for effective teaching. Supplementing the classrooms are two additional rooms for non-teaching activities, and a dedicated space for the headmaster or teachers. The school benefits from a sturdy pucca boundary wall, ensuring safety and security, along with a reliable electricity connection. Clean and readily available tap water further contributes to a healthy learning environment.

Students have access to essential facilities, including functional boys’ and girls’ toilets (4 and 2 respectively) and a dedicated playground, promoting both hygiene and physical activity. The school’s library boasts a collection of 1,000 books, fostering a love for reading and learning. Ramps for disabled children ensure inclusivity and accessibility for all. Furthermore, the school utilizes two computers for educational purposes, demonstrating a commitment to integrating technology into learning. Although it doesn’t currently offer computer-aided learning, its presence of computers hints at potential future advancements.

The school’s academic approach is centered on Urdu as the medium of instruction. This reflects the local linguistic context and cultural identity. The teaching staff comprises a dedicated team of nine educators, including six male and three female teachers, guided by a single head teacher, Mohd Khalil Mohd Siddique. The school prides itself on providing midday meals, although the meals themselves are sourced externally, demonstrating community involvement.

The school’s management operates under a private aided model, suggesting a partnership between private initiatives and public support. The lack of a pre-primary section and its primary-only focus (Classes 1-5) indicates a specific educational niche, serving a particular segment of the community. The school’s status as a non-residential institution is also noteworthy, reflecting a commitment to a daytime educational experience. All weather road access ensures that students can attend the school regardless of weather conditions.

The school’s operational schedule aligns with the local academic calendar, beginning its session in April. This detail reveals a practical approach to aligning education with seasonal and cultural norms. The school’s commitment to providing a comprehensive education, despite operating in a rented building, showcases resourcefulness and adaptability. The presence of both boys’ and girls’ toilets highlights a sensitivity to gender-inclusive practices.

The information reveals that the school operates within a relatively modest infrastructure, yet it demonstrates a strong focus on providing quality primary education within the resources available. Its enduring presence since 1927 speaks to its importance within the local community.

The detailed description of Hashemian LP High School offers valuable insights into the realities of urban primary education, highlighting both the challenges and successes of providing educational opportunities. Its straightforward approach, coupled with a commitment to providing basic amenities, suggests a dedication to providing a fundamental educational foundation to its students.

Further analysis of the data shows a strong foundation of basic amenities provided within the existing resources available. The school’s dedication to providing a nurturing environment, as evidenced by the functional toilets and playground, combined with its efforts to provide basic technology, indicates a school dedicated to providing its students with the best possible primary education.