SAILANIBABA URDU PRI SCHOOL KARANJA

SAILANIBABA URDU PRI SCHOOL KARANJA was established in 2009 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in KARANJA LAD block of WASHIM district of Maharashtra. The school consists of Grades from 1 to 4. 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 Private building. It has got 4 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 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 2 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.

Sailanibaba Urdu Pri School Karanja: A Comprehensive Profile

Sailanibaba Urdu Pri School Karanja, established in 2009, is a private, co-educational primary school located in the urban area of Karanja Lad block, Washim district, Maharashtra. Its unique identity lies in its use of Urdu as the primary medium of instruction, catering to the linguistic needs of its student population. The school’s commitment to quality education is evident in its well-maintained facilities and dedicated teaching staff.

The school building, while privately owned, boasts four functional classrooms, ensuring ample space for learning activities. The infrastructure includes readily accessible hand pumps providing a reliable source of drinking water, essential for the health and well-being of the students. Furthermore, the presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and inclusive environment.

Complementing its physical infrastructure, the school has a dedicated playground, promoting physical activity and healthy development among the students. While the school doesn’t currently house a library, its possession of two functional computers highlights its attempt to integrate technology into the learning process. This forward-thinking approach suggests a potential future expansion of its digital resources.

The school’s teaching staff comprises three male teachers and one female teacher, working collaboratively to deliver quality education to its students. Their expertise is focused on primary education, covering classes 1 through 4. The school’s management structure falls under the “Pvt. Unaided” category, suggesting a degree of autonomy in its operational decisions.

The school’s location is easily accessible via all-weather roads, making it convenient for students from diverse backgrounds. The academic year commences in April, aligning with the standard academic calendar in the region. The school’s sturdy, albeit slightly damaged, pucca boundary wall ensures a degree of security and protection for its students and staff.

The school’s dedication to inclusivity is evident through its provision of separate toilet facilities for boys and girls. However, there are no ramps available for students with disabilities, highlighting a potential area for future improvement and expansion. The school’s commitment to providing a supportive and inclusive environment for students of all abilities is a focus for the school’s ongoing development.

The school stands as a testament to the importance of accessible and quality education within the community. Its private management structure allows for flexibility and responsiveness to local needs. Despite lacking certain facilities, such as a library and computer-aided learning lab, its existence demonstrates a strong community desire for education, particularly within the Urdu language context.

The school’s use of Urdu as its medium of instruction showcases a focus on preserving and promoting linguistic diversity in education. This approach is crucial for fostering cultural understanding and identity within the student population. The school’s commitment to both academic excellence and cultural preservation distinguishes it from other educational institutions.

With its commitment to quality education, readily accessible location and functional infrastructure, Sailanibaba Urdu Pri School Karanja plays a vital role in providing primary education within its community. Its dedication to Urdu language instruction caters to the specific cultural and linguistic needs of the population it serves. The school’s continued operation underscores the community’s investment in education and the importance of multilingualism in learning.

Further development, such as the addition of a library and investment in computer-aided learning, would further enhance the educational opportunities offered by the school. The school’s ongoing development plans will undoubtedly play a significant role in shaping the future of its students and enhancing the educational landscape of Karanja.