MADARSA KALIMIYA NURUL PS KATRA

MADARSA KALIMIYA NURUL PS KATRA was established in 2008 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in KATRA KHUDAGANJ block of SHAHJAHANPUR 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 7 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 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 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 Provided providing mid-day meal.

Madarsa Kalimiya Nurul PS Katra: A Detailed Profile of an Urban Primary School

Madarsa Kalimiya Nurul PS Katra, established in 2008, stands as a significant educational institution in the urban landscape of KATRA KHUDAGANJ, SHAHJAHANPUR district, Uttar Pradesh. Operating under the management of the Madarsa Recognized (by Wakf Board/Madarsa Board), this co-educational primary school caters to students from Class 1 to Class 5. Its instruction medium is Urdu, reflecting the local linguistic context. The school’s infrastructure and resources paint a clear picture of its capabilities and limitations.

The school building, a private structure, comprises seven classrooms, all in good condition, and additional rooms dedicated to non-teaching activities and the head teacher. Its sturdy pucca boundary wall ensures security, and reliable electricity access supports learning activities. Clean drinking water is readily available via hand pumps, a crucial aspect of hygiene and health. The presence of both boys’ and girls’ toilets signifies commitment to sanitation and gender equality.

Adding to the school’s appeal is a dedicated playground, providing a vital space for physical activity and recreation. However, the absence of a library indicates a need for further resource development. This lack of a library directly impacts the richness of learning experiences. Despite the absence of computers and computer-aided learning, the school’s commitment to education remains evident.

The school’s teaching staff includes two male teachers and a head teacher, Mujeeb Ahmad Khan. While the school doesn’t offer a pre-primary section or midday meals, its focus remains on providing quality primary education. The absence of pre-primary sections may present a challenge for families needing early childhood education.

The school’s accessibility is further highlighted by its all-weather road approach. This assures consistent attendance regardless of weather conditions. The academic session commences in April, aligning with the typical academic calendar in India.

The school’s operational details are noteworthy: its classification as a primary school (Grades 1-5) determines the scope of its curriculum. The fact that it uses the Urdu language as the medium of instruction highlights its cultural context and catering to the local community.

The school’s status as a “Madarsa Recognized (by Wakf Board/Madarsa Board)” management type signifies its adherence to specific educational and religious guidelines. This unique structure impacts the school’s administration and potential funding opportunities.

While the school lacks some amenities found in more resource-rich institutions, its existence provides a valuable educational service to the community. The presence of a playground and functional sanitation facilities reveals a commitment to the holistic development of its students.

Future development for Madarsa Kalimiya Nurul PS Katra could focus on securing resources to establish a library, incorporate computer-aided learning, and explore partnerships to provide mid-day meals. This would greatly enhance the learning experience and broaden student opportunities.

In conclusion, Madarsa Kalimiya Nurul PS Katra serves as a testament to the importance of basic education in a community. While facing certain resource limitations, its dedication to educating young minds within its urban setting is commendable. Continued support and development would significantly strengthen its role in the local educational landscape.