SANIYA URDU PRI SCHOOL BASMATH

SANIYA 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 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 Rented building. It has got 5 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Saniya Urdu Pri School Basmath: A Comprehensive Overview

Saniya Urdu Pri School Basmath, established in 2005, is a private, unaided co-educational primary school located in the urban area of Basmath, Hingoli district, Maharashtra. The school’s operational details and facilities offer a clear picture of its educational environment.

The school building is rented and features five well-maintained classrooms dedicated to instruction. Beyond the classrooms, the school provides additional space for non-teaching activities and a dedicated room for the head teacher. A pucca but broken boundary wall surrounds the premises, ensuring some level of security.

Electricity is readily available at the school, facilitating various educational activities. The school’s drinking water source is hand pumps, ensuring access to clean water for students and staff. Separate functional boys’ and girls’ toilets are available, catering to the needs of all students.

The school boasts a playground, providing a space for recreational activities and physical development. However, the school currently lacks a library. Importantly, the school is accessible via an all-weather road, ensuring consistent attendance regardless of weather conditions.

The academic year commences in April, aligning with the typical academic calendar. The instruction medium is Urdu, catering to the linguistic needs of the community. The school’s academic program covers classes 1 through 4, providing a foundational primary education. The school employs a total of four teachers, including two male and two female teachers, and one head teacher, Shekh Shahin A Gafur.

The school’s management prioritizes a holistic approach to education, acknowledging the importance of both academic and non-academic aspects. While a library is currently unavailable, the presence of a playground demonstrates a commitment to physical education and recreational activities. The school’s commitment to maintaining separate and functional toilets underscores its dedication to providing a safe and hygienic learning environment for all students.

The school’s location in an urban setting and access to essential amenities such as electricity and functional sanitation facilities further enhance its operational capacity. The use of hand pumps for drinking water, while functional, might suggest potential for upgrading the water infrastructure for greater hygiene and convenience.

The school’s management structure, as a private unaided institution, underscores its independence and autonomy in decision-making processes related to curriculum development and resource allocation. This autonomy allows the school to tailor its approach to the specific needs of its students and community.

The absence of computer-aided learning facilities highlights an area where future improvements could significantly enhance the learning experience. The integration of technology could broaden the students’ educational opportunities and equip them with essential 21st-century skills. Similarly, the absence of a library could be addressed through the development of a reading program and the acquisition of age-appropriate books.

Saniya Urdu Pri School Basmath plays a vital role in providing primary education within its community, and addressing the identified areas for improvement could further strengthen its educational offering and contribute to the holistic development of its students. The school’s dedication to its students, despite its limitations, is evident in its commitment to providing a functional learning environment.