QAMAR BAIG URDU PRI SCHOOL BASMATH

QAMAR BAIG URDU PRI SCHOOL BASMATH was established in 2005 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in BASMATH block of HINGOLI 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. 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 Rented 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 None and it is functional. The school has 2 boys toilet and it is functional. and 3 girls toilet and it is functional. The school has a playground. The school has a library and has 120 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 6 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Qamar Baig Urdu Pri School Basmath: A Detailed Overview

Qamar Baig Urdu Pri School Basmath, established in 2005, is a privately managed, co-educational primary school located in the urban area of Basmath, Hingoli district, Maharashtra. Operating under the Pvt. Unaided management model, the school offers classes from 1st to 7th standard, utilizing Urdu as its primary language of instruction. The school’s commitment to providing quality education is evident in its various facilities and resources.

The school building, a rented structure, comprises eight classrooms, all in good condition, ensuring a conducive learning environment for its students. Beyond classrooms, the school features a dedicated space for administrative purposes, emphasizing the importance of efficient school management.

The school’s infrastructure highlights a commitment to safety and hygiene. It boasts a sturdy pucca boundary wall, ensuring the security of students and staff. Reliable electricity ensures uninterrupted learning, and the school’s facilities include functional boys’ and girls’ toilets, vital for maintaining cleanliness and hygiene.

Further enriching the learning experience is the presence of a library stocked with 120 books, fostering a love for reading among students. A playground provides ample space for physical activity and recreation, promoting healthy development alongside academic pursuits. The school’s commitment to technological integration is evident in the availability of six functional computers, though a dedicated computer-aided learning lab is absent.

The school’s teaching staff consists of eight teachers, four male and four female, dedicated to providing a balanced and comprehensive education. While the school aims to provide a holistic learning experience, it currently does not offer a mid-day meal program.

The school’s location in an urban area makes it accessible via all-weather roads, ensuring consistent attendance irrespective of weather conditions. The academic year follows a traditional April commencement, aligning with the broader educational calendar. The school’s commitment to providing quality education is evident in its well-maintained infrastructure, experienced teaching staff and dedication to providing basic facilities such as a playground and library.

The school’s focus on Urdu as the medium of instruction caters to the linguistic needs of the local community. This commitment to cultural relevance is an important aspect of the school’s mission, ensuring an inclusive and culturally sensitive learning environment. The school’s history, stretching back to 2005, highlights its contribution to the local community’s educational needs.

Despite its strengths, the school recognizes areas for potential improvement. The absence of a mid-day meal program, while not unique, represents a potential avenue for expansion to better support students’ holistic development. Similarly, the lack of a computer-aided learning lab presents an opportunity to enhance the school’s technological infrastructure, supporting a more dynamic learning approach.

Qamar Baig Urdu Pri School Basmath serves as a vital educational hub within its community, providing a foundational education in Urdu for students. Its commitment to providing basic facilities and qualified teachers positions it well to continue its positive contribution to the education of children in the Basmath area. The school’s management and teachers actively work to provide a safe and stimulating learning environment. Future developments, potentially including a mid-day meal program or a computer-aided learning lab, could further elevate the school’s offering and strengthen its role in the community.

The school’s overall positive impact is evident in its longevity and continued operation, fulfilling a critical educational role within the Basmath community. Its accessibility, coupled with its focus on Urdu language instruction and core educational resources, positions it to remain a cornerstone of the local education system. Continued development and investment could further enhance its capacity to nurture future generations.