SINGIMARI PRE SENIOR MEM

SINGIMARI PRE SENIOR MEM was established in 1997 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in NADUAR block of SONITPUR district of Assam. The school consists of Grades from 6 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. Assamese 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 Rent Free Building 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 No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is None 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 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 not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

Singimari Pre Senior Madrassa: A Detailed Profile

Singimari Pre Senior Madrassa, located in the rural NADUAR block of SONITPUR district in Assam, India, is a private aided co-educational upper primary school (grades 6-8). Established in 1997, it offers instruction in Assamese and boasts a dedicated staff of eight teachers – seven male and one female – all working diligently to provide quality education. The school’s head teacher is MD. SABIBUR RAHMAN, guiding the institution’s academic direction.

The school operates within a rent-free building equipped with two classrooms, all maintained in excellent condition. While lacking certain amenities, the school prioritizes the core function of education. The classrooms offer a suitable learning environment. The school functions without electricity, computer-aided learning, a library, or a playground, highlighting the need for potential infrastructural improvements.

Furthermore, the school lacks a boundary wall and doesn’t provide drinking water. Though basic facilities like boys’ and girls’ toilets are available, the absence of other crucial resources presents challenges. Meals are provided to students but not prepared on school premises, which adds another layer of complexity to the institution’s operation.

The school’s management follows the ‘Others’ board for both class 10th and 10+2 examinations. This indicates a potential area for exploring different curricula and educational pathways. Although the institution is not residential and doesn’t have a pre-primary section, it successfully serves its designated grade levels with a focused approach.

The school’s rural location and accessible all-weather road offer relative ease in terms of accessibility for both students and staff. The academic year follows a standard pattern commencing in April, ensuring synchronization with the broader educational calendar.

While the absence of modern amenities such as computers and a library might seem limiting, the school’s focus remains firmly on providing basic education. The dedication of the teaching staff shines through, creating a strong foundation for learning within the constraints of the available resources.

The lack of a computer lab and computer-aided learning presents a significant challenge. This limits access to technologically enhanced teaching methods and potential educational benefits. Exploring opportunities to integrate technology could significantly enrich the students’ learning experiences.

The absence of a boundary wall raises concerns about security and the overall safety of the students. The lack of a playground limits opportunities for physical activity and recreation, integral components of a holistic educational experience. Addressing these infrastructural needs would greatly enhance the school’s overall quality.

The provision of meals, although prepared externally, addresses the critical need of nutrition for the students, a crucial aspect for their well-being and learning capacity. The school demonstrates a commitment to the holistic development of its students, within the framework of the available resources.

Singimari Pre Senior Madrassa represents a testament to the dedication of educators working to deliver quality education in a challenging environment. While infrastructure improvements are certainly needed, the institution’s core function of education remains consistently strong. With additional resources and support, this dedicated school can reach new heights in providing a comprehensive learning environment for its students.