SULEMANIYA URDU MADHY HIGH SCHOOL KALEGAON

SULEMANIYA URDU MADHY HIGH SCHOOL KALEGAON was established in 1988 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in AHAMADPUR block of LATUR 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 Rented building. It has got 8 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 None and it is functional. The school has 2 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 520 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Sulemaniya Urdu Madhy High School Kalegaon: A Detailed Profile

Sulemaniya Urdu Madhy High School Kalegaon, established in 1988, is a private aided co-educational school situated in the rural area of Ahmadpur block, Latur district, Maharashtra. This institution serves students from Class 1 to Class 7, providing primary and upper primary education. The school’s instruction medium is Urdu, reflecting its commitment to linguistic diversity and community needs.

The school’s infrastructure includes a rented building with eight well-maintained classrooms, catering to the educational needs of its students. Two boys’ toilets and two girls’ toilets ensure adequate sanitation facilities. A key feature of the school is its library, housing a collection of 520 books to foster a love of reading and learning. Furthermore, the school boasts a playground, providing a vital space for physical activity and recreation. The presence of electricity ensures a conducive learning environment, while the pucca boundary wall provides safety and security.

The school’s academic structure is based on the “Others” board for Class 10, indicating a unique curriculum tailored to its specific context. The school also features a dedicated head teacher and nine male teachers, working collaboratively to provide quality education. A notable aspect is the school’s commitment to providing mid-day meals, prepared and served within the school premises, contributing to the well-being and nutritional needs of its students.

While the school does not possess a computer-aided learning lab, it does have two functional computers, demonstrating an attempt to integrate technology into the learning process. The absence of ramps for disabled children is a notable area for potential improvement in the school’s accessibility. The school’s lack of a pre-primary section and the absence of female teachers are further areas which could be addressed to enhance the educational opportunities provided.

The school’s location in a rural setting presents both opportunities and challenges. Access to the school is facilitated by an all-weather road, ensuring year-round accessibility for students. The school’s commitment to providing education in a rural area makes it a vital community resource. The school’s management actively seeks to provide a comprehensive education, encompassing academic instruction, nutritional support, and recreational opportunities.

The school’s modest technological resources highlight a need for further development and investment. The addition of computer-aided learning facilities could significantly enhance the educational experience for students. The incorporation of female teachers would enrich the teaching staff and better reflect the student body. While the school provides a valuable educational service, continuous improvements in its facilities and resources would further enhance the learning environment.

In conclusion, Sulemaniya Urdu Madhy High School Kalegaon plays a crucial role in providing quality education in a rural setting. Its dedication to providing a well-rounded education, including mid-day meals, highlights its commitment to student well-being. While there are areas for improvement, particularly regarding technological resources, accessibility, and gender balance amongst teaching staff, the school provides an important service to the community. Continued investment and development would solidify its position as a vital educational institution.

The school’s focus on Urdu as the medium of instruction caters to the linguistic needs of the local community, fostering inclusivity and a sense of belonging. The availability of a library and playground underscores the school’s dedication to providing a holistic educational experience that extends beyond the classroom.

The information provided showcases Sulemaniya Urdu Madhy High School Kalegaon as a significant contributor to the education landscape of its region. Its dedication to providing quality education in a rural setting, while acknowledging areas for further development, positions it as a vital community asset. The school’s commitment to its students is evident in its provision of mid-day meals, highlighting its concern for their overall well-being.

The school’s history, established in 1988, speaks to its longevity and its significant role in providing education for generations of students. Its private aided status underscores the community’s investment in its success. This profile aims to provide a comprehensive understanding of the institution, highlighting both its strengths and areas for potential improvement.