THE BUDHIST INTERNATIONAL SCHOOL CBSE

THE BUDHIST INTERNATIONAL SCHOOL CBSE was established in 2010 and it is managed by the Unrecognised. It is located in Urban area. It is located in URC 1 block of NAGPUR district of Maharashtra. The school consists of Grades from 1 to 4. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. English 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 Pucca 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 2 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.

The Budhist International School CBSE: A Comprehensive Overview

The Budhist International School CBSE, established in 2010, is an unrecognised co-educational primary school located in the urban area of Nagpur, Maharashtra. Situated in the URC 1 block, this institution offers a valuable educational service to the community. Operating from a rented building, the school provides a foundational education for students from Class 1 to Class 4.

The school’s infrastructure includes four well-maintained classrooms dedicated to teaching, along with additional rooms for non-instructional purposes and a designated space for the head teacher. A secure pucca boundary wall encloses the school grounds, ensuring safety and privacy for students. Reliable electricity ensures uninterrupted learning, while hand pumps provide a functional source of drinking water. The presence of a playground offers essential recreational space for physical activity and social interaction. While the school doesn’t currently have a library, its well-maintained facilities and focus on quality education make it a significant contributor to the local educational landscape.

The teaching staff comprises seven female teachers, led by Head Teacher PUSHPA R KHANDEKAR. English serves as the primary medium of instruction. The school’s commitment to education is further underscored by the availability of two functional computers for educational purposes, enhancing learning opportunities for its students. The school is also equipped with separate functional boys’ and girls’ toilets, prioritizing the comfort and hygiene of its students.

The school’s academic focus is explicitly on primary education (Classes 1-4), with a pre-primary section available for younger children. The absence of a computer-aided learning lab is noted, along with the school’s decision not to provide mid-day meals. This information helps potential parents and educational researchers to understand the school’s current capabilities and operational structure. The accessibility of the school is further enhanced by its location, easily accessible via all-weather roads.

The school’s operational schedule begins in April, aligning with the typical academic calendar. The absence of any male teachers currently on staff is notable, indicating a predominantly female teaching workforce. The school’s management as an unrecognised entity does not currently impact its functioning in providing elementary education to the community. This characteristic is noted for transparency and informational purposes.

The school’s operational model, being a rented facility, provides flexibility and cost efficiency in managing its day-to-day running. The presence of just four classrooms suggests a smaller and potentially more intimate learning environment, fostering a close-knit school community.

Future growth and expansion opportunities for The Budhist International School CBSE might include developing a library to enhance learning resources, expanding facilities for computer-aided learning, and potentially seeking recognition as a formally accredited institution. The school’s current focus on providing a solid foundational education in a safe and secure environment already represents a significant contribution to the community.

Further development could include exploring options for providing mid-day meals to enhance student nutrition and well-being, a common feature among many primary schools in similar contexts. This would support students from disadvantaged socioeconomic backgrounds. Considering the school’s location in an urban area, access to various resources is potentially facilitated, allowing for future expansion or upgrades of facilities.

The school’s success depends on continued dedication from its teaching staff, the support of the local community, and potentially the acquisition of additional resources to meet future growth goals. The current state provides a valuable service, addressing the educational needs of young children in the area. Overall, The Budhist International School CBSE serves as a vital element of the local educational system.