SHAMIM BANO URDU PRI SCHOOL

SHAMIM BANO URDU PRI SCHOOL was established in 2008 and it is managed by the Pvt. Aided. 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 Girls 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 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 No Boundary Wall 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 0 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 500 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 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.

Shamim Bano Urdu Pri School: A Comprehensive Overview

Shamim Bano Urdu Pri School, established in 2008, is a girls’ primary school located in the urban area of Karanja Lad block, Washim district, Maharashtra. Managed by the Pvt. Aided, this institution offers a crucial educational service to the community. Its focus on Urdu as the medium of instruction caters to the linguistic needs of the local population. The school’s accessibility via an all-weather road ensures consistent attendance, regardless of weather conditions.

The school’s infrastructure comprises a rented building equipped with four classrooms, all in excellent condition. These classrooms provide ample space for learning activities. Beyond the classrooms, two additional rooms facilitate non-teaching activities, while a dedicated room serves as an office for the head teacher. The school boasts a library containing 500 books, fostering a love of reading and providing valuable learning resources. A playground is also available, providing a crucial space for physical activity and recreation. The school operates from April, following the standard academic calendar.

The school’s commitment to quality education is reflected in its teaching staff. A total of four teachers, including two male and two female teachers, dedicate their efforts to educating the students. One of these teachers serves as the head teacher, Mohd Irfan A Saeed, providing strong leadership. This dedicated team ensures effective instruction and student support. The school also has four functional computers, though computer-aided learning is not currently implemented.

The school’s facilities include two functional girls’ toilets, ensuring hygiene and comfort for the students. The absence of a boundary wall is a notable aspect of the school’s infrastructure. Electricity is available, ensuring a conducive learning environment. However, the lack of a reliable drinking water source presents a significant challenge, impacting the overall well-being of the students.

The academic program focuses on primary education, encompassing classes 1 through 4. The school does not offer pre-primary education. Although the school’s management is categorized as “Others” regarding class 10 and 10+2 board affiliations, this requires further clarification. The school building is not used as a shift school, and it’s noteworthy that the school is not residential.

The school’s commitment to education is evident in its provision of a library and playground, enhancing the learning experience beyond the classroom. While some aspects, like the lack of drinking water and boundary wall, require attention, the school’s strong points such as dedicated teachers, functional facilities, and accessible location make it a valuable community asset.

The provision of four classrooms and a library with 500 books indicates a significant effort to provide sufficient learning resources. The absence of a computer-aided learning lab could be seen as an area for future development. Similarly, the lack of a boundary wall presents a security concern that warrants attention and possible improvement.

The school’s operational efficiency is ensured by the leadership of its head teacher, who directs the teaching staff of four. The absence of a mid-day meal program might be addressed in the future to enhance the students’ overall well-being. The school’s location in an urban setting facilitates access for students.

In conclusion, Shamim Bano Urdu Pri School serves an important function within its community. While certain infrastructural improvements are necessary, the school’s dedication to providing a quality education, even with its limitations, is commendable. Future efforts towards improving facilities and incorporating new technologies will further enhance its educational capabilities.