SIDDIK AHMED BANOVI HS SCHOOL

SIDDIK AHMED BANOVI HS SCHOOL was established in 2005 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in DHOLKA block of AHMEDABAD district of Gujrat. The school consists of Grades from 11 to 12. The school is Boys 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. Gujarati 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 0 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 boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water and it is functional. The school has 14 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 250 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.

Siddhik Ahmed Banovi HS School: A Comprehensive Profile

Siddhik Ahmed Banovi HS School, a private boys’ school located in the rural area of Dholka block, Ahmedabad district, Gujarat, stands as a testament to educational commitment in a rural setting. Established in 2005 under private, unaided management, the school caters exclusively to boys from classes 11 to 12, offering a high school education leading to the State Board’s 10+2 examinations.

Instruction at Siddhik Ahmed Banovi HS School is conducted entirely in Gujarati, reflecting a commitment to local language and cultural relevance. The school boasts a dedicated teaching staff comprising three male teachers, ensuring individualized attention and effective learning. The school’s commitment to infrastructure is evident in its pucca (permanent) building and well-maintained facilities. A significant feature is the availability of a functional library, well-stocked with 250 books, promoting a culture of reading and research among students.

Further highlighting its commitment to student well-being, the school offers ample amenities including a playground for recreational activities and a reliable source of drinking water via a functional tap water system. Sanitary facilities are also prioritized, with 14 functional boys’ toilets and one functional girls’ toilet available. Accessibility is also addressed through the provision of ramps, ensuring inclusivity for students with disabilities. The presence of a pucca boundary wall ensures the safety and security of the school premises. A reliable electricity supply further enhances the learning environment.

The school’s dedication to academic excellence is demonstrated through its strong infrastructure and provision of necessary learning materials. The well-maintained building, coupled with the library and playground, suggests a positive and conducive learning environment. The presence of sufficient sanitary facilities and a reliable water supply indicate a prioritization of students’ physical well-being.

While the school currently does not utilize computer-aided learning or offer computer facilities, its strong foundational features and commitment to providing a safe and stimulating learning environment for its students should be noted. Its focus on a robust curriculum within a supportive infrastructure contributes significantly to the educational landscape of the rural area.

The absence of a pre-primary section and the focus on higher secondary classes indicates the school’s clear specialization within the educational system. Its rural location highlights its role in providing access to education in areas where such facilities may be limited. The school’s reliance on a purely male teaching staff presents an aspect worthy of further consideration.

The school’s success in operating without a mid-day meal program may be attributed to several factors, including the socio-economic circumstances of its student body. Future development could involve exploring additional resources to improve existing facilities and expand the scope of educational offerings.

Siddhik Ahmed Banovi HS School serves as a valuable asset to the community. Its commitment to education is apparent in its well-maintained facilities and dedicated teaching staff. As the school moves forward, ongoing evaluation and potential improvements could further enhance its contribution to the community. Further detailed information could be sought through direct communication with the school authorities.

In conclusion, Siddhik Ahmed Banovi HS School represents a significant educational institution within its community, providing vital higher secondary education opportunities for boys in a rural setting. Its strong emphasis on foundational learning, combined with its commitment to infrastructural development, showcases its continued dedication to educational excellence.