MADARSA (RE) MS (1-8) ROSE PRIMARY, AHMAD ALI.CLY (30664)

MADARSA (RE) MS (1-8) ROSE PRIMARY, AHMAD ALI.CLY (30664) was established in 1999 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in PHANDA URBAN OLD block of BHOPAL district of Madhya 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 Not Applicable in nature and is not using school building as a shift-school. Hindi 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 4 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 1 girls toilet and it is functional. The school has no playground. The school has a library and has 25 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.

Madarsa (RE) MS (1-8) Rose Primary: A Comprehensive Overview

Madarsa (RE) MS (1-8) Rose Primary, located in the urban area of Phanda, Bhopal district, Madhya Pradesh, is a private co-educational school established in 1999. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), it offers primary and upper primary education from Class 1 to Class 8. The school’s infrastructure includes four classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher.

The school’s building is privately owned and features a pucca boundary wall and a reliable electricity connection. Providing a safe and hygienic environment, it boasts a functional boys’ toilet, a girls’ toilet, and access to tap water. A library stocked with 25 books is available for students to enhance their learning beyond the classroom. While the school does not have a playground or ramps for disabled access, it does possess two functional computers for educational purposes.

Instruction at Madarsa (RE) MS (1-8) Rose Primary is conducted in Hindi, reflecting the local linguistic context. The school employs a total of seven teachers, with two male and five female educators. Meals are provided to the students, although they are not prepared on school premises. The school operates on an academic calendar starting in April.

The school’s commitment to education is evident in its provision of a library and computers, despite the absence of a computer-aided learning lab. This reflects a dedication to enhancing learning opportunities within its resource constraints. The school’s lack of playground facilities and ramps highlights potential areas for future development and improvement.

The absence of a pre-primary section and the school’s status as non-residential are important contextual factors to consider. This information underscores that the school focuses solely on primary and upper primary education for day students.

Madarsa (RE) MS (1-8) Rose Primary is a vital educational institution within its community, providing basic education to students in the area. Its focus on Hindi instruction and co-educational learning reflects the cultural and social fabric of the region it serves. The school’s management by the Madarsa Recognized board indicates its alignment with religious and community values.

The school’s infrastructure, although modest, demonstrates its commitment to providing a functional learning space. The presence of a library, even with a small collection of books, underscores the importance placed on reading and independent learning. The availability of computers, while limited, shows an attempt to incorporate technology into the learning process.

The strategic location within the urban area of Phanda ensures accessibility for a significant number of students. While the school lacks certain amenities like a playground, the functional toilets and reliable water supply are fundamental to providing a basic standard of hygiene and comfort.

Future development and investment could focus on expanding the library collection, adding playground facilities, and providing ramps for better accessibility for disabled students. Enhancements in the computer lab and the introduction of a computer-aided learning program would also strengthen the school’s educational capabilities. These improvements would further improve the overall learning environment at Madarsa (RE) MS (1-8) Rose Primary.

In conclusion, Madarsa (RE) MS (1-8) Rose Primary plays a crucial role in providing basic education within its community. While facing challenges in terms of infrastructure and resources, the school demonstrates a commitment to providing a functional learning environment. Future investments and improvements could further enhance its capacity and learning outcomes for the students it serves. The school’s location, management, and structure are all significant factors in understanding its unique position within the broader educational landscape.