MADARSHA NORANI RAILWAY CROSSING PANDRI RAJATALAB (MS)

MADARSHA NORANI RAILWAY CROSSING PANDRI RAJATALAB (MS) was established in 2002 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Urban area. It is located in DHARSHIWA block of RAIPUR district of Chhattisgarh. The school consists of Grades from 6 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is others 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 8 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 5 boys toilet and it is functional. and 5 girls toilet and it is functional. The school has a playground. The school has a library and has 110 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 5 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Madarsha Norani Railway Crossing Pandri Rajatalab (MS): A Detailed Overview

Madarsha Norani Railway Crossing Pandri Rajatalab (MS), established in 2002, is a co-educational upper primary and secondary school (grades 6-10) located in the urban area of Dharshiwa block, Raipur district, Chhattisgarh. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution offers a valuable educational experience to its students.

The school’s infrastructure includes a private building with eight well-maintained classrooms, providing ample space for learning. The presence of a library stocked with 110 books, a playground, and computer-aided learning facilities further enhances the educational environment. The school boasts five computers dedicated to teaching and learning, highlighting its commitment to technological integration in education.

Essential amenities are available, including reliable electricity and tap water. Five boys’ toilets and five girls’ toilets ensure adequate sanitation for both genders. The school’s sturdy pucca boundary wall provides security and a defined learning space.

The school’s academic focus employs Urdu as the medium of instruction. The teaching staff comprises six female teachers and one head teacher, Anjum Naaz, who provide guidance and support to students. The school’s commitment to quality education is evident in its provision of a well-equipped learning environment.

The institution’s location and accessibility are key features. Its urban setting offers convenience to students, and the school is accessible via an all-weather road, ensuring seamless access for students regardless of weather conditions. The academic session, following the standard calendar, begins in April.

Despite its lack of a pre-primary section and not providing midday meals, the school excels in providing quality education. The school’s adherence to state board curriculum for class 10 demonstrates its commitment to meeting educational standards. The focus on Urdu as the medium of instruction caters to the specific linguistic needs of the community it serves.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), demonstrates a commitment to providing a structured and regulated educational setting. This framework contributes to the overall effectiveness and organization of the school’s operations.

The availability of computers and a computer-aided learning lab underscores the school’s efforts to integrate technology into its teaching methods. This forward-thinking approach helps prepare students for the challenges of the modern world and allows for more engaging and interactive learning.

The absence of ramps for disabled children is a point needing future consideration. While the existing facilities are adequate, accessibility improvements would further enhance inclusivity and provide equal opportunities for all students. Addressing this aspect would significantly improve the school’s overall accessibility.

Madarsha Norani Railway Crossing Pandri Rajatalab (MS) stands as a testament to community-based education in the region. With its focus on providing quality education within a structured environment, the institution plays a critical role in shaping the future of its students. Its strengths lie in its dedicated teaching staff, well-maintained facilities, and commitment to providing a supportive learning environment. The school’s future development might consider addressing accessibility needs for students with disabilities and exploring options for providing midday meals to further enhance the educational experience.