SHAHID ABDUL HAMID URDU PRI SCHOOL

SHAHID ABDUL HAMID URDU PRI SCHOOL was established in 2009 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in BHOKARDAN block of JALNA 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 Private building. It has got 7 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 Barbed Wire Fencing 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 Provided providing mid-day meal.

Shahid Abdul Hamid Urdu Pri School: A Comprehensive Overview

Shahid Abdul Hamid Urdu Pri School, established in 2009, is a private, co-educational institution located in the rural area of Bhokar Dan block, Jalna district, Maharashtra. Operating as a Pvt. Unaided school, it caters to students from Class 1 to Class 7, offering a primary and upper primary education (1-8). The school’s instruction medium is Urdu, reflecting its commitment to providing quality education within a specific linguistic context.

The school’s infrastructure comprises a private building with seven classrooms, all in good condition, along with additional rooms for non-teaching purposes and a dedicated space for the school’s head teacher. The school is secured with barbed wire fencing and enjoys a reliable electricity connection. Access to clean drinking water is provided through functional hand pumps, ensuring the students’ hydration needs are met. Furthermore, the school thoughtfully provides ramps for disabled students, facilitating inclusivity and accessibility for all learners. A playground is also available for recreational activities, contributing to a well-rounded learning environment.

The school’s teaching staff consists of six male teachers and one female teacher, totaling seven educators dedicated to imparting knowledge and nurturing the students’ growth. The school’s management prioritizes a supportive learning environment, ensuring that all facilities are regularly maintained and upgraded. The school operates independently and is committed to upholding high educational standards. The location of the school is easily accessible via all-weather roads, ensuring easy commuting for both students and teachers.

The school’s academic calendar aligns with the region, with the academic session commencing in April. The school’s commitment to providing a safe and functional environment is evident in its well-maintained facilities, including functional boys’ and girls’ toilets. This reflects a dedication to providing a comfortable and hygienic learning experience for the students.

While the school does not currently offer computer-aided learning or a library, its focus remains on providing a strong foundation in fundamental subjects through experienced and dedicated teachers. The absence of these resources, however, presents opportunities for future development and enhancement. The school’s rural location offers a unique learning experience, fostering a close-knit community among students and teachers.

The school’s dedication to providing accessible education is evident in its provisions for disabled students. The school’s operational efficiency is a testament to the commitment of its staff and management. The school’s independent status allows for flexibility and responsiveness to the community’s educational needs.

Shahid Abdul Hamid Urdu Pri School plays a vital role in its community, providing essential educational services to a predominantly rural population. The school’s commitment to quality education, even without additional resources like computers and a library, is commendable and demonstrates a dedication to improving the lives of its students.

The school’s management continuously strives to create a conducive and nurturing learning environment for its students. The all-weather road access and functional sanitation facilities contribute significantly to the school’s positive and supportive educational experience. The school’s focus on providing a robust primary and upper primary curriculum speaks to its commitment to preparing its students for future educational endeavors.

The school’s co-educational nature fosters an environment of inclusivity and collaboration, promoting mutual understanding and respect. The school’s dedicated staff is instrumental in creating a positive and productive learning environment. The school’s rural setting provides opportunities for experiential learning and a deeper connection with the surrounding environment.

In summary, Shahid Abdul Hamid Urdu Pri School is a significant educational institution in its community, demonstrating a strong commitment to providing accessible and quality education despite its resource limitations. Future growth and development could involve integrating technology and expanding library resources to further enhance the learning experience. Its dedication to the community and its students makes it a valuable asset to the area.