MADARSA I N ULUM PS MANNAMAJARA

MADARSA I N ULUM PS MANNAMAJARA was established in 2000 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in KAIRANA block of SHAMLI (PRABUDH NAGAR) district of Uttar 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 N/A 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 5 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 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 Not Provided providing mid-day meal.

Madarsa I N Ulum PS Mannamajara: A Comprehensive Overview

Madarsa I N Ulum PS Mannamajara, a private co-educational primary school, stands as a testament to educational dedication in the rural landscape of Uttar Pradesh, India. Established in 2000, this institution, under the Pvt. Unaided management, caters to students from Class 1 to Class 5, offering a Hindi-medium education. The school’s commitment to providing quality education is evident in its infrastructure and teaching staff.

The school’s physical infrastructure comprises a pucca building housing five well-maintained classrooms. These classrooms serve as the primary learning spaces for the students. In addition, the school features a playground, providing a much-needed space for recreation and physical activity, fostering holistic child development. Furthermore, a functional library, although currently lacking books, indicates the school’s ambition to enrich learning resources for its students in the future.

Access to clean drinking water is ensured through functional hand pumps, addressing a crucial aspect of hygiene and health within the school environment. The school also demonstrates its commitment to inclusivity with ramps for disabled children, ensuring equal access to education for all students. Both boys and girls have access to functional toilets, highlighting the school’s dedication to providing essential facilities.

The teaching staff consists of four male teachers, dedicated to imparting knowledge and skills to the students. The head teacher, Harun Ali, leads the dedicated team, ensuring the smooth functioning of the school. The school’s management prioritizes a structured learning environment, emphasizing the importance of qualified teachers and functional facilities.

The school’s location in the Kairana block of Shamli (Prabudh Nagar) district adds context to its accessibility and the community it serves. Situated in a rural area, the school serves as a crucial educational hub for the children in the surrounding villages. Its proximity to a well-maintained road ensures students can travel to and from school conveniently.

While the school currently lacks computer-aided learning and an electrical connection, the presence of a dedicated head teacher and capable staff demonstrates a robust commitment to education. The school’s management continues to strive towards providing a conducive learning environment despite resource constraints.

The school’s academic focus is on primary education (Classes 1-5), with Hindi serving as the primary medium of instruction. The school’s curriculum aligns with a standard primary education approach. This focus on foundational literacy and numeracy lays a strong groundwork for students’ future academic pursuits.

Madarsa I N Ulum PS Mannamajara’s dedication to providing quality education in a rural setting is commendable. The school’s commitment to creating a supportive and inclusive learning environment, while facing challenges with infrastructure and resources, underscores its valuable role within the community.

The school’s operational details are noteworthy: the academic year commences in April, aligning with the broader educational calendar in India. The school operates as a day school, signifying its focus on providing daily educational opportunities for the students. This focus on consistent attendance facilitates comprehensive learning and strengthens the teacher-student bond.

In conclusion, Madarsa I N Ulum PS Mannamajara exemplifies dedication in the face of challenges, highlighting the importance of educational access in rural communities. Its commitment to providing a functional and inclusive learning environment despite resource constraints positions the school as a valuable asset to the local community. The school’s continuous efforts to improve its resources suggest a promising outlook for future growth and development.