MADARSA SIDDPUR SEHORE

MADARSA SIDDPUR SEHORE was established in 1985 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in SEHORE block of SEHORE district of Madhya Pradesh. The school consists of Grades from 1 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable 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 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 Provided but not Prepared in School Premises providing mid-day meal.

Madarsa Siddpur Sehore: A Comprehensive Overview

Madarsa Siddpur Sehore, a co-educational primary and upper primary school (grades 1-8), stands as a significant educational institution in the Sehore district of Madhya Pradesh, India. Established in 1985, this privately managed Madarsa (recognized by the Wakf Board/Madarsa Board) serves the urban community. The school’s location within the Sehore block provides accessibility for students in the surrounding area.

Instruction Medium and Faculty

The school’s instruction medium is Hindi, catering to the local language proficiency. A dedicated team of three female teachers leads the educational efforts, ensuring a conducive learning environment for the students. The head teacher, Nargis, plays a crucial role in overseeing the school’s operations and maintaining educational standards.

Infrastructure and Facilities

Madarsa Siddpur Sehore boasts a robust infrastructure, featuring a pucca (permanent) building with seven well-maintained classrooms. The school also includes additional rooms designated for non-teaching activities and a dedicated space for the head teacher. A functional playground provides recreational opportunities for students, while hand pumps supply drinking water. Separate boys’ and girls’ toilets ensure hygiene and sanitation for both genders. The school also benefits from a reliable electricity connection.

Academic and Operational Aspects

The school’s academic year commences in April, following the standard academic calendar. It operates as a non-residential institution. The school utilizes a private building and has a secure boundary wall. Although a library is not currently available, the institution continues to work towards improving its resources. Importantly, the school successfully provides mid-day meals, although these are not prepared on the premises.

Accessibility and Inclusivity

While the school lacks ramps for disabled children, it strives for inclusivity within its existing infrastructure. The school building is readily accessible via an all-weather road.

Technology and Resources

Madarsa Siddpur Sehore currently does not have access to computer-aided learning facilities or computers for educational purposes. This highlights areas of potential improvement for enhancing educational experiences.

Community Engagement

Madarsa Siddpur Sehore’s establishment in 1985 reflects its deep-rooted presence within the community. The school’s commitment to education within the urban area of Sehore serves as a valuable asset to local families.

Future Development

While the school operates effectively within its current resources, there remains a strong potential for future development. Improvements in areas such as library facilities, computer-aided learning, and accessibility features could further enhance the educational experiences for students.

Conclusion

Madarsa Siddpur Sehore stands as a vital educational institution in its community. Despite certain limitations in technological resources and accessibility, the school provides a functional and valuable learning environment for students in Sehore. The dedication of its teachers and the school’s long history demonstrate its importance within the community. The school’s continued operation reflects its significant contribution to local education.