MADARSA (RE) PS (1-5) ARABIA ASHARFUL ULUM,INAYTP (35283)

MADARSA (RE) PS (1-5) ARABIA ASHARFUL ULUM,INAYTP (35283) was established in 2009 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. 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 2 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 no library and has 0 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 Provided and Prepared in School Premises providing mid-day meal.

Madarsa (RE) PS (1-5) Arabia Asharful Ulum, Inaytp: A Comprehensive Overview

Madarsa (RE) PS (1-5) Arabia Asharful Ulum, Inaytp, established in 2009, is a primary school located in the urban area of Phanda Urban New block, Bhopal district, Madhya Pradesh. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational institution provides education from Class 1 to Class 5. The school’s commitment to education is evident in its dedicated teaching staff and functional facilities.

The school’s infrastructure includes a rented building equipped with two classrooms in good condition, ensuring a conducive learning environment for its students. These classrooms are supplemented by additional rooms for non-teaching activities and a dedicated space for the school’s staff. The school’s safety and hygiene are prioritized with functional boys’ and girls’ toilets, and a reliable tap water supply for drinking.

Despite its focus on primary education, the school features several notable aspects. The instruction medium is Urdu, catering to the linguistic needs of the community. The school’s operational efficiency is further highlighted by its readily available electricity connection and a sturdy pucca boundary wall.

The school’s commitment to student well-being is reflected in its provision of mid-day meals, prepared and provided on the school premises. This ensures that students have access to nutritious meals, contributing to their overall health and ability to focus on their studies. The school’s accessibility is further enhanced by its location, easily reached by road, regardless of weather conditions. The academic year commences in April, aligning with the regional academic calendar.

While the school lacks certain amenities commonly found in larger institutions, such as a library, playground, and computer-aided learning facilities, its focus remains on providing quality primary education within its resource constraints. The absence of these features does not detract from the school’s core mission of providing basic education to the local community.

The school’s two male teachers provide dedicated instruction to the students. The school’s size and structure are reflective of a smaller, community-focused institution serving a specific need in its location. The fact that it’s housed in a rented building suggests a possible limitation in resource allocation.

Furthermore, the school’s management by the Madarsa Recognized (by Wakf Board/Madarsa Board) highlights its connection to the local community and its cultural context. This arrangement underscores the school’s role in providing accessible education within a particular social and religious framework.

The school’s operational efficiency is underscored by its reliance on readily available resources such as electricity and tap water. This ensures a consistent and sustainable educational environment for the students. The school’s location within an urban setting also indicates its role in providing education within a densely populated area.

Despite any limitations, Madarsa (RE) PS (1-5) Arabia Asharful Ulum, Inaytp, plays a crucial role in providing primary education in its community. Its commitment to providing a functional and safe learning environment, coupled with its provision of mid-day meals, showcases its dedication to student well-being. The school’s future development will likely depend on securing further resources and infrastructure to expand its facilities and offerings. The school serves as a testament to the commitment to education within its particular community setting.