SAPHIYTUL ULUM MADARSHA THURIHA

SAPHIYTUL ULUM MADARSHA THURIHA was established in 2010 and it is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board). It is located in Rural area. It is located in HANUMANA block of REWA district of Madhya Pradesh. The school consists of Grades from 1 to 8. 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. 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 Private building. It has got 2 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 2 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no 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 having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Saphiytul Ulum Madarsha Thuriha: A Rural Primary School in Rewa, Madhya Pradesh

Saphiytul Ulum Madarsha Thuriha is a primary school located in the rural area of Hanumana block, Rewa district, Madhya Pradesh. Established in 2010, this co-educational institution is managed by the Madarsa Recognized (by Wakf Board/Madarsa Board) and offers classes from 1st to 8th standard. The school’s commitment to education is evident in its dedicated teaching staff, comprising two male and two female teachers, all working diligently to provide quality education to its students.

The school’s infrastructure, while functional, presents certain challenges. The school building, though privately owned and pucca, shows signs of wear and tear, featuring broken walls. Despite this, the two classrooms available are maintained in good condition. The school also features two functional boys’ toilets and a single functional girls’ toilet, highlighting a commitment to providing basic sanitation facilities. However, the absence of a library and playground indicates areas needing improvement in extracurricular resources.

The school’s operational aspects are well-managed. Hindi serves as the primary medium of instruction. The school’s reliable hand pump ensures access to drinking water. Importantly, the institution maintains its operational standards even with the absence of computers, and it leverages computer-aided learning tools effectively. The school remains accessible throughout the year due to its all-weather road access. The academic session commences in April.

The school’s commitment to inclusivity is demonstrated by its efforts to provide a supportive learning environment, although access features for students with disabilities are currently unavailable. This highlights a crucial area that could benefit from future development. The school is a vital part of the community, providing primary and upper primary education to local children.

While the school does not offer a pre-primary section or mid-day meals, its dedication to providing quality education within available resources is commendable. The total absence of contract teachers signifies the stability and commitment of the teaching staff.

The school’s rural location and reliance on basic infrastructure suggest a need for continued support and development. Investing in improved facilities, such as a library and playground, along with additional accessibility features, could significantly enhance the educational experience for students.

The school’s management structure, under the Madarsa Recognized (by Wakf Board/Madarsa Board), reflects its unique character and contribution to the educational landscape of the region. Its dedicated teachers and commitment to providing education in a rural setting are noteworthy.

Saphiytul Ulum Madarsha Thuriha, despite its challenges, plays a critical role in providing education to children in its community. The school’s emphasis on basic education serves as a foundation for future growth and opportunities for its students.

The school’s success is intrinsically tied to the dedication of its teachers and the supportive role of the managing board. Continuous improvement initiatives focused on infrastructure and resources will be vital in ensuring the continued growth and success of this institution.

In summary, Saphiytul Ulum Madarsha Thuriha stands as a testament to the importance of accessible primary education in rural areas. While improvements are needed, the school’s unwavering commitment to providing a foundation of learning to its students deserves commendation. Further investment in resources and infrastructure will significantly improve the school’s capabilities.