MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA

MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA was established in 2011 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in SIKANDERPUR KARN block of UNNAO 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 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 Government 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 But Broken 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 no 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 ISLAMIYA NURULL ULUM KATRI PIPER KHERA: A Primary School in Rural Uttar Pradesh

Nestled in the rural landscape of Sikanderpur Karn block in Unnao district, Uttar Pradesh, lies MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA. This primary school, established in 2011, caters to students from Class 1 to Class 5 and operates under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board).

A Co-educational Environment with a Focus on Hindi Medium Instruction

MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA is a co-educational institution, providing a learning environment for both boys and girls. The school adheres to a Hindi medium of instruction, ensuring that students receive quality education in their native language.

Infrastructure and Facilities

The school boasts a government-owned building with three well-maintained classrooms, dedicated to facilitating a conducive learning environment. The school also features a separate room for the head teacher, ensuring adequate space for administrative and pedagogical activities.

The school’s infrastructure further includes a pucca but broken boundary wall, providing a degree of security and defining the school’s boundaries. However, the lack of electricity connection presents a challenge, potentially hindering certain educational activities.

Water Access and Sanitation

The school prioritizes the health and well-being of its students by providing access to drinking water through functional hand pumps. The school also boasts functional sanitation facilities with one boys’ toilet and one girls’ toilet, ensuring a hygienic environment for all.

Learning Resources and Accessibility

MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA houses a library, though it currently lacks books. This presents an opportunity for the school to expand its learning resources and provide students with access to a wider range of knowledge.

The school is committed to inclusivity, with ramps for disabled children ensuring accessibility to classrooms. However, the lack of computers limits the school’s ability to leverage technology for teaching and learning purposes.

Faculty and Teaching Practices

The school employs a dedicated team of three teachers: one male and two female. This small teaching staff works diligently to provide quality instruction to the students, ensuring their academic progress.

A School with Potential for Growth

MADARSA ISLAMIYA NURULL ULUM KATRI PIPER KHERA stands as a testament to the commitment to providing primary education in rural areas. With its dedicated faculty and basic infrastructure, the school holds the potential for growth and development, paving the way for a brighter future for its students.

By addressing challenges such as the lack of electricity and expanding its library resources, the school can further enhance its educational environment and empower its students to reach their full potential.