MADARSA JAMIYA FIROJA PIPALSANA

MADARSA JAMIYA FIROJA PIPALSANA was established in 2015 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in BHAGATPUR TANDA block of MORADABAD 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. 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 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 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 Not Applicable providing mid-day meal.

Madarsa Jamiya Firoja Pipalsana: A Comprehensive Overview

Madarsa Jamiya Firoja Pipalsana, a co-educational primary school, stands as a vital educational institution in the rural landscape of Bhagatpur Tanda block, Moradabad district, Uttar Pradesh. Established in 2015, this private institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and caters to students from Class 1 to Class 5. Instruction is primarily conducted in Urdu, reflecting the local linguistic context. The school’s location ensures accessibility via all-weather roads, making it convenient for students to attend regardless of weather conditions.

The school’s infrastructure comprises a private pucca building, housing five well-maintained classrooms dedicated to instruction. Two additional rooms support non-teaching activities, while a designated space serves as an office for the school’s administrative staff. The school’s physical security is ensured by a pucca boundary wall, creating a safe and secure learning environment. Although the school currently lacks an electricity connection, it maintains access to potable water via functional hand pumps. Sanitation is addressed with one functional boys’ toilet and one functional girls’ toilet.

While the school currently lacks amenities such as a playground, library, or computer-aided learning facilities, it provides a basic educational foundation for the children of the community. The absence of a library and computers highlights areas where future development could significantly enhance the educational experience. The school’s commitment to providing education despite these resource limitations underscores its importance to the community.

The teaching staff consists of a dedicated team of five educators, with two male teachers and three female teachers. This reflects a gender balance in the teaching staff, contributing to a well-rounded learning environment. The school does not offer pre-primary education, focusing its efforts on providing quality primary education to its student population.

The school operates on an academic calendar that commences in April, aligning with the broader educational schedule of the region. The institution’s commitment to following a structured academic calendar ensures consistency and continuity in the learning process for its students.

The lack of ramps specifically designed for students with disabilities indicates an area requiring attention for inclusive education. Future development should prioritize accessibility features to make the school fully inclusive. Similarly, the absence of a computer lab limits access to modern educational technologies, which could be incorporated in future development plans.

In summary, Madarsa Jamiya Firoja Pipalsana, despite its resource limitations, plays a crucial role in providing primary education to the children of the rural community it serves. Its dedicated teachers and consistent academic schedule ensure that students receive a foundational education. However, future expansion plans should focus on enhancing facilities and resources to better serve students and create a more enriching learning environment. Further investment in infrastructure and resources could significantly boost the educational opportunities available to students.

The school’s commitment to education within its current limitations showcases its dedication to serving the local community. Continued support and development efforts are vital to ensuring its long-term success in providing quality primary education in this rural area. Its focus on providing fundamental education within a structured and safe environment positions it as an integral part of the local educational landscape. The commitment to education demonstrated by Madarsa Jamiya Firoja Pipalsana serves as an inspiration within the community it serves.