KWAZA GARIB N.URDU PRI.SCH.

KWAZA GARIB N.URDU PRI.SCH. was established in 2000 and it is managed by the Pvt. Aided. It is located in Urban area. It is located in BHIVANDI MNC-URC1 block of THANE 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 Rented 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 1 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 257 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

KWAZA GARIB N.URDU PRI.SCH.: A Detailed Profile of a Thriving Primary School

KWAZA GARIB N.URDU PRI.SCH., established in 2000, stands as a testament to quality primary education in the urban landscape of BHIWANDI MNC-URC1 block, THANE district, Maharashtra. Operated under Pvt. Aided management, this co-educational institution provides a nurturing environment for students from Class 1 to 7, also boasting a dedicated pre-primary section. Instruction is delivered in Urdu, catering to the linguistic needs of the community. The school’s commitment to accessibility is evident in its year-round road accessibility, ensuring consistent student attendance.

The school’s infrastructure is well-maintained, occupying a rented building featuring ten functional classrooms. These classrooms, along with additional rooms for non-teaching activities and a separate space for the head teacher, provide an organized learning environment. The school’s sturdy pucca boundary wall ensures safety and security, while reliable electricity ensures uninterrupted operations. The readily available tap water supply addresses essential hygiene and hydration needs for students and staff.

Further enhancing the learning experience is the presence of a well-stocked library containing 257 books, fostering a love for reading and independent study. A dedicated playground provides ample space for physical activity and recreational opportunities, promoting holistic development. The school’s commitment to inclusive education is demonstrated by the provision of separate functional toilet facilities for boys (one) and girls (two). The availability of a computer for teaching and learning purposes underscores the school’s integration of technology into its curriculum.

The dedicated teaching staff comprises a total of 16 educators, including one male teacher, 15 female teachers, and three pre-primary teachers. The head teacher, NILOFAR AMANULLAH, leads the team, ensuring the effective implementation of the school’s academic and administrative functions. The school follows the State Board curriculum for Class 10th and other boards for higher secondary levels.

The school’s success is further demonstrated by the provision of mid-day meals, although these meals are not prepared on-site. This essential service ensures that students receive adequate nutrition, supporting their academic performance. The school has also been relocated to a new site, reflecting its commitment to providing optimal learning conditions.

Importantly, the school’s location in an urban setting underscores its accessibility to a wider student population. Its commitment to inclusive education is highlighted by the lack of a need for ramps, suggesting accessibility for students with disabilities is already inherent in the building’s design.

The school’s academic focus extends to the Upper Primary level (classes 1-8), offering a comprehensive education. The school’s commitment to providing quality primary education is evident in its robust infrastructure, dedicated staff, and supportive learning environment. The school’s holistic approach to education promotes the overall development of its students, equipping them with the skills and knowledge to succeed in their academic journeys.

In conclusion, KWAZA GARIB N.URDU PRI.SCH. effectively serves the educational needs of its community, offering a well-rounded primary education in a supportive and structured environment. Its commitment to quality education, as evidenced by its facilities, resources, and dedicated staff, makes it a valuable asset to the community. The school’s proactive approach to providing a secure and stimulating learning environment makes it a shining example of successful primary education in urban Maharashtra.