URDU HIGH SCHOOL OZAR MIG

URDU HIGH SCHOOL OZAR MIG was established in 2010 and it is managed by the Unrecognised. It is located in Urban area. It is located in NIPHAD block of NASHIK district of Maharashtra. The school consists of Grades from 8 to 10. 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 1 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 a library and has 100 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 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.

Urdu High School Ozar Mig: A Comprehensive Overview

Urdu High School Ozar Mig, established in 2010, is an unrecognised co-educational secondary school located in the urban area of NIPHAD block, NASHIK district, Maharashtra. This institution serves students from classes 8 through 10, offering a unique educational experience with Urdu as its primary instruction medium. The school’s commitment to quality education is evident in its facilities and resources.

The school operates from a rented building, equipped with a single classroom in excellent condition. Complementing the classroom is a functional playground, promoting both physical activity and social interaction among students. A dedicated library houses a collection of 100 books, supporting students’ academic pursuits and fostering a love for reading.

The school’s infrastructure demonstrates a commitment to providing a safe and conducive learning environment. A pucca boundary wall ensures the security of the premises, while electricity ensures uninterrupted learning throughout the school day. Hand pumps provide access to clean drinking water, a necessity for a healthy and productive student body. Separate and functional boys’ and girls’ toilets, each numbering one, underline the school’s attention to hygiene and gender-sensitive design. The provision of ramps for disabled students underscores the school’s inclusivity and commitment to accessibility.

The school’s staff comprises a total of four teachers: one male and three female educators. These dedicated professionals are responsible for delivering a comprehensive curriculum, preparing students for their future academic endeavors. The school’s single computer is a valuable resource for teaching and learning, despite the absence of a dedicated computer-aided learning lab.

The school’s management structure is unrecognised, which is reflected in its relatively basic setup, but doesn’t diminish the quality of education provided. The State Board is the recognised board for class 10 examinations. The school is not residential, with the focus entirely on providing excellent daytime education to its students.

Located at 20.08628200 latitude and 73.92716440 longitude, the school is conveniently situated, easily accessible via all-weather roads. Its academic year commences in April, following the standard academic calendar. The absence of a pre-primary section allows the school to concentrate on delivering high-quality secondary education, reflecting a streamlined approach to instruction.

The school’s modest infrastructure serves its students effectively. The presence of a library, playground, and functional restrooms underscores the administration’s effort to provide a well-rounded learning environment. The school’s single classroom, while seemingly minimal, might reflect a targeted approach to individualized teaching and learning.

In summary, Urdu High School Ozar Mig presents itself as a dedicated educational institution, providing a solid foundation in secondary education within its unique setting. Its commitment to accessibility and inclusivity, as well as the dedicated staff, work towards creating a positive learning experience. The school’s transparent commitment to providing resources in spite of its unrecognised status showcases its dedication to its students’ academic well-being. Further details about specific admission policies and enrollment procedures are likely best obtained directly from the school.