JAMIYA SALFIYA SAMSUL ULUM

JAMIYA SALFIYA SAMSUL ULUM was established in 2005 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in MITHAVAL block of SIDDHARTHNAGAR district of Uttar Pradesh. The school consists of Grades from 1 to 8. 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 Private building. It has got 3 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 no playground. The school has no library and has 0 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.

Jamiya Salfiya Samsul Ulum: A Rural Primary School in Uttar Pradesh

Jamiya Salfiya Samsul Ulum is a primary school located in the rural area of Mithaval block, Siddharthnagar district, Uttar Pradesh. Established in 2005, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 8th standard. The school’s instruction medium is Urdu, reflecting the local linguistic landscape.

The school building is privately owned and comprises three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. A pucca but broken boundary wall surrounds the school premises. While the school lacks electricity and a playground, it does have access to functional hand pumps providing drinking water. Sanitary facilities include one boys’ toilet and one girls’ toilet, both functional.

The school’s academic structure caters to students from class 1 to class 8, providing a comprehensive primary and upper primary education. The teaching staff consists of one male teacher and one female teacher, effectively serving the student population. Although the school doesn’t offer a pre-primary section, it plays a vital role in providing foundational education to the children in the rural community.

The absence of a library and computers limits certain aspects of the learning experience, however, the school’s commitment to providing quality education within its resource constraints is commendable. The lack of computer-aided learning and other advanced resources highlights the need for further infrastructural development and resource allocation to enhance the educational prospects of the students.

The school’s location in a rural setting signifies its importance in bridging the educational gap and fostering learning opportunities in underserved areas. Its accessibility via an all-weather road ensures students can attend school regardless of weather conditions. The academic year begins in April, aligning with the regional calendar.

The school’s management structure under the Madarsa Recognized (by Wakf Board/Madarsa Board) reflects its commitment to community engagement and adherence to established educational frameworks. The head teacher, Sakina, plays a crucial role in the school’s daily operations and in ensuring a conducive learning environment.

The school’s infrastructure, while basic, provides a functional learning space. The presence of separate toilets for boys and girls emphasizes the school’s attention to gender inclusivity and provides essential sanitation facilities for students.

The absence of a pre-primary section and advanced technological resources presents areas for potential improvement and future development. Securing funding for new infrastructure and educational materials would significantly enhance the school’s ability to provide a more holistic learning experience.

Jamiya Salfiya Samsul Ulum serves as a vital educational pillar within its community, providing primary education to a deserving population. Despite its limitations, the school demonstrates a commitment to delivering quality education, fostering a strong foundation for the future of its students. Further support and resources are needed to expand its capabilities and enable it to reach its full potential.

The school’s dedication to providing education within a resource-constrained environment underscores the importance of supporting rural educational institutions. Initiatives focused on improving infrastructure, providing technological resources, and expanding the curriculum would significantly enhance the learning experience for students at Jamiya Salfiya Samsul Ulum.