PVT MADRASA AHLE SUNNAT SCHOOL

PVT MADRASA AHLE SUNNAT SCHOOL was established in 2006 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in PONDI-UPRODA block of KORBA district of Chhattisgarh. 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 Not Applicable 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 3 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 But Broken boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Well 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 a library and has 50 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.

PVT Madrasa Ahle Sunnat School: A Detailed Profile

PVT Madrasa Ahle Sunnat School, established in 2006, is a rural co-educational primary school located in the PONDI-UPRODA block of KORBA district, Chhattisgarh. Managed by the Madarsa Recognized (by Wakf Board/Madarsa Board), this institution serves students from Class 1 to Class 5, offering a valuable educational service to the community. Instruction is primarily conducted in Urdu.

The school operates from a private building, encompassing three classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the head teacher. While lacking a playground, the school provides a functional library stocked with 50 books. The facility also boasts separate, functional boys’ and girls’ toilets, and a well serves as the drinking water source. The school’s structure features a pucca but broken boundary wall. However, it currently lacks electricity and computer-aided learning facilities.

The school’s staffing comprises two female teachers, dedicated to providing quality education to its students. The absence of computers reflects the school’s current resource limitations, but the presence of a library showcases a commitment to literacy and learning. The school’s well-maintained toilets highlight a prioritization of hygiene and sanitation for students.

Despite lacking amenities like a playground, electricity, and computer labs, the school effectively delivers primary education using Urdu as its medium of instruction. This underscores its commitment to education within its resource constraints.

The school’s location in a rural area further emphasizes its significant role in providing access to education in an underserved region. Its dedication to educating children from Class 1 to 5 is crucial for building a foundation for future learning and opportunities.

The building’s condition, while described as “pucca but broken,” implies a need for potential infrastructural improvements to ensure a safer and more conducive learning environment for the students.

The absence of a pre-primary section and the lack of meal provision are aspects that could be considered for potential expansion or improvement to better support the community.

The school’s reliance on a well for drinking water indicates a reliance on a traditional but often reliable water source.

With its dedicated teachers and available resources, the PVT Madrasa Ahle Sunnat School continues to play a vital role in the educational landscape of its rural community.

The institution’s commitment to education in a rural setting, coupled with its existing facilities and dedicated staff, positions it as a key provider of primary education. Further development and support could significantly enhance its capacity to serve its community.