CAMBRIDGE PUBLIC SCHOOL WN-11 KAJRA

CAMBRIDGE PUBLIC SCHOOL WN-11 KAJRA was established in 2015 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in SURAJGARH block of JHUNJHUNU district of Rajasthan. The school consists of Grades from 1 to 5. 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. 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 Private building. It has got 10 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 6 boys toilet and it is functional. and 6 girls toilet and it is functional. The school has no playground. The school has a library and has 300 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 10 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Cambridge Public School: A Comprehensive Overview

Cambridge Public School, located in the rural area of Surajgarh block, Jhunjhunu district, Rajasthan, is a private co-educational institution established in 2015. Operating under private unaided management, the school caters to students from Class 1 to Class 5, offering a primary education curriculum. The school’s infrastructure includes a private building with ten well-maintained classrooms, ensuring a conducive learning environment.

The school’s commitment to quality education is reflected in its resources. A library stocked with 300 books supports students’ academic pursuits, while ten functional computers are available for teaching and learning activities. The school prioritizes accessibility, with ramps for disabled students ensuring inclusive education. Six boys’ and six girls’ toilets are provided, maintaining a hygienic and supportive school environment.

Cambridge Public School utilizes English as its primary medium of instruction, fostering multilingual competency among students. The school’s dedicated faculty comprises nine teachers, three male and six female, creating a balanced learning experience. While the school lacks a pre-primary section and a playground, its focus remains on delivering quality primary education.

The school’s electricity connection ensures uninterrupted learning, while its pucca boundary wall provides security. The availability of drinking water, however, is currently a challenge requiring attention. The absence of a computer-aided learning lab signifies an area where potential improvements could enhance the learning experience.

Cambridge Public School’s operational details include an academic session starting in April, accessible all-weather road connectivity, and the lack of a mid-day meal provision. The school’s structure includes additional rooms beyond the classrooms, accommodating administrative and non-teaching functions, and a dedicated space for the school head.

The school is not residential, eliminating the need for residential facilities and related considerations. The school’s management operates within the existing infrastructure, prioritizing the core academic functions to serve the community’s educational needs effectively.

Cambridge Public School’s location in a rural setting highlights its crucial role in providing primary education access to underserved communities. Its infrastructure, while functional, presents opportunities for future development and improvement. Additional resources such as a playground and improved drinking water facilities would further enhance the learning experience and holistic development of its students.

The school’s English medium of instruction prepares students for future academic endeavors. The well-maintained classrooms and the dedicated teaching staff create a stable and supportive learning environment. The library, though modest in size, serves as a vital resource for students’ intellectual growth.

The absence of a mid-day meal program presents a need for community support or government intervention to ensure students’ nutritional needs are met. This may be a factor limiting access for students from less privileged backgrounds.

In conclusion, Cambridge Public School serves a vital role in its community, providing accessible primary education. While certain improvements could enhance its offerings, its current infrastructure and dedication to education lay a strong foundation for future growth and continued service to the students of Surajgarh.