KURLA NAUPADA MUN AP URDU

KURLA NAUPADA MUN AP URDU was established in 1997 and it is managed by the Local body. It is located in Urban area. It is located in URC-9 (KURLA) block of MUMBAI (SUBURBAN) district of Maharashtra. 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 Government building. It has got 14 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 6 boys toilet and it is functional. and 6 girls toilet and it is functional. The school has a playground. The school has a library and has 691 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 15 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.

KURLA NAUPADA MUN AP URDU: A Comprehensive Profile of a Mumbai School

KURLA NAUPADA MUN AP URDU, a primary and upper primary school (grades 1-8), stands as a vital educational institution in the urban landscape of Mumbai, Maharashtra. Established in 1997, this co-educational school is managed by the local body, reflecting a strong community connection. Its location within the URC-9 (KURLA) block of MUMBAI (SUBURBAN) district positions it within a densely populated area, serving a significant student body.

The school’s infrastructure is robust, featuring a government-provided building with fourteen well-maintained classrooms. Beyond the classrooms, additional space is dedicated to non-teaching activities and a separate room for the head teacher, signifying a commitment to organized administration and diverse learning experiences. A pucca boundary wall ensures security, while reliable electricity ensures a conducive learning environment.

The school’s resources are noteworthy. A functional library boasts a collection of 691 books, fostering a love of reading and academic exploration. A playground provides vital space for physical activity and recreation, complementing the academic curriculum. Clean drinking water, supplied through a tap water system, addresses a basic health necessity. Furthermore, the availability of ramps ensures accessibility for students with disabilities, reflecting an inclusive approach to education.

Technological resources are also available, with fifteen functional computers supporting teaching and learning. Although the school currently lacks a dedicated computer-aided learning lab, the presence of these computers shows a willingness to embrace technological advancements in education. The school’s commitment to nutrition is demonstrated by its provision of midday meals, although these are not prepared on the school premises.

The school’s teaching staff comprises a dedicated team of twenty-two educators, including seven male and fifteen female teachers. The presence of a head teacher ensures effective leadership and management, while the instruction medium, Urdu, caters to the linguistic needs of the student population. The school’s management notes its operation as a non-residential school, ensuring a focus remains on the daily academic experience. The fact that the school has shifted to a new location shows a commitment to improvement and better conditions for the students.

The school’s academic structure follows a standard primary and upper primary curriculum, preparing students for further education. The school’s affiliation with “Others” for both Class 10th and Class 10+2 boards suggests a flexibility in accommodating diverse educational pathways. This flexibility speaks to the school’s adaptability and its capacity to cater to a range of student needs and aspirations.

KURLA NAUPADA MUN AP URDU’s success hinges on the synergy between its physical infrastructure, dedicated teaching staff, and readily available resources. The school’s inclusive nature, as evidenced by its accessibility features and diverse teaching staff, creates a welcoming environment for all students.

The school’s commitment to providing a quality education, despite its location in a densely populated urban area, is a testament to the importance of education in the community. Its continued operations are a significant contribution to the local educational landscape and the overall well-being of the students it serves. The school’s history, resources, and commitment to providing a holistic education make it a significant contributor to the educational fabric of Mumbai.

The information provided reflects a snapshot of KURLA NAUPADA MUN AP URDU. Further inquiries regarding specific programs, extracurricular activities, or enrollment procedures should be directed to the school directly. The detailed description paints a picture of a well-resourced school, diligently serving its community.