M.C URDU SCH NO-35, MALEGAON

M.C URDU SCH NO-35, MALEGAON was established in 1935 and it is managed by the Local body. 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 Girls 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 7 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 No Boundary Wall boundary wall. The school has doesn’t 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 500 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.

M.C Urdu School No. 35, Malegaon: A Comprehensive Overview

M.C Urdu School No. 35, Malegaon, a girls’ school located in the urban area of Malegaon, Maharashtra, stands as a testament to the enduring commitment to education. Established in 1935, this government-run institution, managed by the local body, provides primary and upper primary education (classes 1-7) to young girls. Its rich history and dedication to learning make it a significant part of the community.

The school’s infrastructure, while modest, serves its purpose effectively. Seven classrooms provide ample space for instruction, while additional rooms support non-teaching activities and house the head teacher’s office. A well-stocked library houses 500 books, fostering a love for reading and knowledge acquisition among students. Tap water provides a reliable source of drinking water, ensuring the students’ well-being. Separate boys’ and girls’ toilets are available, reflecting a commitment to providing a safe and comfortable learning environment.

The school’s academic structure is defined by its instruction medium – Urdu – immersing students in a rich linguistic environment. The dedicated teaching staff comprises seven teachers, including two male and five female educators. The school employs a head teacher, Hafeezur Rahman Md Husain, who guides and supports the entire faculty.

The school also maintains a strong commitment to providing meals to its students, albeit through external providers rather than in-house preparation. This crucial support mechanism ensures that students are adequately nourished, allowing them to fully concentrate on their studies.

Technology plays a limited role in the school’s operations. While one computer is available for teaching and learning, there is currently no computer-aided learning lab. This suggests future potential for the integration of technology into the educational process.

While the school lacks certain amenities, such as a playground and boundary wall, its dedication to providing quality education in a challenging environment remains undeniable. The absence of electricity might pose some operational challenges but does not diminish the school’s vital role in the community.

The school’s management and staff demonstrate a strong sense of community engagement, continuously working towards improving the learning environment. Their efforts are focused on maximizing the resources available and ensuring the academic success of their students.

The lack of ramps for disabled students highlights an area where improvements could be made to ensure inclusivity. As the school continues to evolve, addressing such infrastructural needs would further enhance its commitment to serving all students effectively.

In conclusion, M.C Urdu School No. 35, Malegaon, provides valuable educational opportunities within its resource constraints. Its history, dedicated staff, and commitment to providing a safe and structured learning environment make it an important institution within the community.

Looking ahead, strategic investments in infrastructure improvements, technological integration, and possibly the addition of extracurricular activities could further enhance the school’s impact on the lives of its students. The school’s dedication to providing quality education, however, remains undeniable.