MADARSA IDARATU SIDDEEQ AISHALIL BANAT

MADARSA IDARATU SIDDEEQ AISHALIL BANAT was established in 2000 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in SADHOLI KADIM block of SAHARANPUR district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Girls and it doesn’t have an attached pre-primary section. The school is Non-Ashram type (Govt.) 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 14 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 a playground. The school has a library and has 1050 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 Idaratu Siddeeq Aishalil Banat: A Profile of a Girls’ Primary School in Uttar Pradesh, India

Madarsa Idaratu Siddeeq Aishalil Banat is a girls’ primary school located in the urban area of Sadholi Kadim block, Saharanpur district, Uttar Pradesh, India. Established in 2000, this school is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1 to 5. Its primary medium of instruction is Hindi.

The school building, a private structure, boasts 14 well-maintained classrooms dedicated to teaching. In addition to the classrooms, there are 2 rooms allocated for non-teaching activities and a separate room designated for the head teacher. The school is securely enclosed by a pucca (permanent) boundary wall and benefits from a reliable electricity connection. A crucial amenity, tap water, provides a clean and consistent drinking water source for the students.

The school prioritizes student well-being with functional boys’ and girls’ toilets, each with one facility. Further enriching the educational environment, the school features a playground that allows for physical activity and recreation. A library containing a substantial collection of 1050 books supports learning beyond the classroom.

The school’s teaching staff comprises a dedicated team of eight teachers, including two male teachers and six female teachers. These educators are committed to providing a quality education to the students. The school’s focus is on primary education (classes 1-5) and does not currently offer a pre-primary section. Its curriculum aligns with the requirements of other boards for classes 10 and 10+2, indicating a flexible approach to achieving educational excellence.

The school’s location is easily accessible via an all-weather road, ensuring convenient access for students regardless of weather conditions. The academic year commences in April, following a common schedule for educational institutions in the region. The school utilizes a traditional teaching approach and does not currently incorporate computer-aided learning or have computers available for educational purposes. Mid-day meals are not provided at this time.

Despite the lack of computer-aided learning and midday meals, the school provides a solid foundation in primary education. Its well-maintained infrastructure, including classrooms, toilets, a playground and library, creates a conducive learning environment. The dedicated teaching staff further enhances the quality of education delivered.

The school’s commitment to providing quality primary education in a safe and supportive environment makes it a valuable asset to the community. Further improvements, such as the incorporation of technology and midday meal provisions, could further enhance its offerings. The Madarsa Idaratu Siddeeq Aishalil Banat serves as a testament to the importance of accessible and quality education for girls in rural India.

The school’s location in an urban area signifies its accessibility to students within the surrounding community. The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), ensures its adherence to established educational standards and guidelines. The availability of a library with a significant book collection reflects a commitment to fostering a love of reading and learning.

The absence of ramps for disabled children highlights an area for potential improvement, indicating a future goal towards inclusivity. Although computer-aided learning is not yet implemented, the school’s fundamental resources and dedicated staff effectively facilitate primary education. The school’s status as a non-residential institution provides clarity regarding its operational structure and services. The school’s dedication to providing a quality education to girls aligns with broader social goals of promoting female empowerment.