MADARSA (RE) PS (1-5) ADEEB, 613 SHARDA NAGAR (30104)

MADARSA (RE) PS (1-5) ADEEB, 613 SHARDA NAGAR (30104) was established in 2006 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 NEW block of BHOPAL district of Madhya Pradesh. The school consists of Grades from 1 to 5. 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 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 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 2 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 20 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.

Madarsa (RE) PS (1-5) Adeeb: A Detailed Profile of a Primary School in Bhopal

Madarsa (RE) PS (1-5) Adeeb, situated in the urban area of Phanda Urban New block, Bhopal district, Madhya Pradesh, is a primary school offering education from Class 1 to Class 5. Established in 2006, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique organizational structure and governance.

The school’s infrastructure comprises a private building with three well-maintained classrooms dedicated to instruction. Supplementing these are two additional rooms for non-teaching activities, along with a designated space for the head teacher. A sturdy pucca boundary wall encloses the school premises, ensuring security and a defined learning environment. The school benefits from a reliable electricity connection and readily accessible tap water, crucial elements supporting a conducive learning environment. A library stocked with 20 books provides essential reading resources for students, though a playground is currently absent.

A noteworthy feature is the availability of ramps for disabled children, showcasing a commitment to inclusivity. The school’s operational efficiency is enhanced by the availability of two functional boys’ toilets and one functional girls’ toilet. However, the school does not currently utilize computer-aided learning or possess computers for educational purposes.

The instructional medium at Madarsa (RE) PS (1-5) Adeeb is Hindi, delivered by a dedicated team of four female teachers. This highlights a focus on local language proficiency and emphasizes a female-led teaching approach. The school’s academic focus remains solely on primary education (Classes 1-5), without pre-primary sections or higher secondary offerings.

The school’s location within an urban setting provides accessibility for students residing in the vicinity. Operating under a standard academic calendar, the school commences its academic session in April, aligning with the typical schedule of educational institutions in India.

The absence of a mid-day meal program is noted. Furthermore, the school is not residential, reflecting a focus on daily attendance rather than boarding facilities. The school building is exclusively used for Madarsa (RE) PS (1-5) Adeeb’s operations, without serving as a shift school.

Despite the absence of certain amenities like a playground and computer labs, the Madarsa (RE) PS (1-5) Adeeb provides essential primary education within a functional and safe environment. Its commitment to inclusivity, highlighted by the ramps for disabled students, along with its female-led teaching staff, presents a unique profile within the Bhopal educational landscape. The school’s dedication to providing primary education in Hindi reflects a commitment to local language and cultural preservation. Further development of resources and amenities could further enhance the school’s overall learning environment.