MADARSA (RE) PS (1-5) OLIYA ARBIA, BAJRIYA NO-1 (28303)

MADARSA (RE) PS (1-5) OLIYA ARBIA, BAJRIYA NO-1 (28303) was established in 1998 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in DAMOH block of DAMOH 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 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 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 a playground. The school has a library and has 65 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) Oliya Arbia, Bajriya No-1: A Comprehensive Profile

Madarsa (RE) PS (1-5) Oliya Arbia, Bajriya No-1, a primary school located in the urban area of Damoh, Madhya Pradesh, stands as a testament to educational commitment within the community. Established in 1998, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), reflecting its unique identity and governance structure. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school’s infrastructure, while modest, is functional. Housed in a rented building, it comprises four classrooms, ensuring sufficient space for the students. The presence of a playground and a library stocked with 65 books speaks volumes about the school’s dedication to providing a holistic learning environment that goes beyond traditional academics. The availability of tap water ensures access to clean drinking water, a crucial aspect of student well-being. Further highlighting the school’s accessibility, it features ramps for disabled children, emphasizing inclusivity in education.

Academically, the school caters to students from Class 1 to Class 5, following a curriculum taught primarily in Urdu. A total of four teachers, including one male and three female teachers, dedicate their time and expertise to educating the students. The school provides mid-day meals prepared on-site, ensuring that students’ nutritional needs are met, thereby supporting their concentration and academic performance. The school’s commitment to providing a supportive learning environment is reflected in the provision of separate boys’ and girls’ toilets.

While the school lacks electricity and a boundary wall, its limitations are compensated for by other resources. The presence of a library, a playground, and readily available drinking water demonstrate a commitment to the overall well-being of students. The lack of computer-aided learning is not a major impediment, given the focus on basic education and the limited resources available.

The school’s accessibility is ensured by its location on an all-weather road. The school follows the standard academic calendar, with the academic session commencing in April. Its operational hours and specific timings are not detailed in this profile. Further details can be found through direct contact with the school.

The school’s management structure under the Madarsa Recognized (by Wakf Board/Madarsa Board) is a unique aspect that sets it apart. This affiliation likely influences the curriculum and the overall educational philosophy of the institution, thereby contributing to its distinctive character and approach to teaching.

Despite the absence of certain amenities, Madarsa (RE) PS (1-5) Oliya Arbia, Bajriya No-1 serves a vital role within its community. The school’s commitment to providing quality education, despite the challenges, is commendable. The provision of meals, a playground, a library, and accessible facilities highlights the efforts made to create a conducive learning environment for its students.

In conclusion, Madarsa (RE) PS (1-5) Oliya Arbia, Bajriya No-1, despite its humble beginnings and resource constraints, serves as a beacon of educational opportunity for the children in its community. Its unique governance structure, coupled with its dedication to providing a comprehensive educational experience, makes it a valuable asset to the area it serves. Further information regarding specific aspects of the school’s operation can be sought through direct communication with the institution.