OSHIWARA MUN. UP HINDI SCHOOL NO. 2

OSHIWARA MUN. UP HINDI SCHOOL NO. 2 was established in 1990 and it is managed by the Local body. It is located in Urban area. It is located in URC-4 (ANDHERI) block of MUMBAI (SUBURBAN) district of Maharashtra. The school consists of Grades from 1 to 7. 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. 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 6 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 575 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Oshiwara Municipal Upper Hindi School No. 2: A Comprehensive Overview

Oshiwara Municipal Upper Hindi School No. 2, a government-run co-educational institution, stands as a pillar of education in the urban landscape of Mumbai. Established in 1990 under the management of the local body, this school caters to students from classes 1 to 7, providing a crucial foundation for their academic journey. The school’s location in the URC-4 (Andheri) block of Mumbai (Suburban) district ensures accessibility for students within the community.

The school boasts a robust infrastructure, featuring six well-maintained classrooms dedicated to instruction. Complementing the academic spaces are two additional rooms utilized for non-teaching activities, and a dedicated office for the head teacher. A sturdy pucca boundary wall surrounds the school grounds, providing security and a defined learning environment. Reliable electricity ensures a consistent learning experience, while the availability of tap water addresses the essential needs of the students.

Toilets are thoughtfully provided, with two each for boys and girls. The school is equipped with a library, housing an impressive collection of 575 books, nurturing a love for reading and providing access to valuable resources. A playground offers a space for recreation and physical development, essential components of a holistic education. Ramps are provided for disabled children, ensuring inclusivity and accessibility for all students.

The school’s commitment to technology is evident through the availability of one computer for educational use. While not yet equipped with a computer-aided learning lab, the presence of this resource signifies the school’s forward-thinking approach and its integration of technology into the learning process.

The school’s teaching staff comprises a dedicated team of 12 teachers, including nine male teachers and three female teachers. The head teacher, Pankaj M Sankhe, provides invaluable leadership and guidance. The medium of instruction is Hindi, fostering a strong connection to the local language and culture.

The school follows an academic calendar that begins in April, aligning with the broader academic year in the region. Importantly, the school provides mid-day meals to its students, though these meals are procured from outside sources. The school is easily accessible via all-weather roads, facilitating convenient travel for students and staff alike. With its robust facilities, dedicated faculty, and focus on providing a supportive learning environment, the school plays a vital role in shaping the future of its students.

The school’s commitment to inclusivity is evident in its provision of ramps for disabled children. The school’s location in an urban area ensures ease of access for students, reflecting its central role within the community. The availability of a playground signifies the school’s recognition of the importance of physical activity and holistic child development. The school’s library and its collection of 575 books promote reading and foster a love for learning. The school’s solid infrastructure and reliable amenities contribute significantly to providing a conducive learning environment.

The school’s long-standing history, established in 1990, speaks volumes about its enduring contribution to education in the area. Its management by the local body highlights its strong connection to the community, reflecting its commitment to serving the needs of local students. The availability of electricity and tap water underscores the school’s provision of a stable and supportive learning environment. The presence of toilets for both boys and girls emphasizes the school’s dedication to providing basic amenities for students’ well-being. The school, operating as a non-residential institution, prioritizes its educational focus and its dedication to providing high-quality education. The school’s status as a government institution guarantees its continued commitment to serving the community.