D B N ARLI (PS)

D B N ARLI (PS) was established in 2001 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in REASI block of REASI district of Jammu and Kashmir. The school consists of Grades from 1 to 5. The school is Co-educational and it 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 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 Hedges boundary wall. The school has have electric connection. The source of Drinking Water in the school is Tap Water 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 Provided providing mid-day meal.

D B N ARLI (PS): A Comprehensive Profile of a Rural Primary School in Jammu and Kashmir

D B N ARLI (PS), a private, co-educational primary school, stands as a vital educational institution serving the rural community of Reasi district in Jammu and Kashmir. Established in 2001, the school provides primary education from Class 1 to Class 5, catering to the needs of young learners in the area. Its rural location underscores its crucial role in bridging the educational gap and providing access to quality learning for children in underserved communities.

The school’s infrastructure comprises a private building with eight well-maintained classrooms, designed to facilitate effective teaching and learning. The presence of a playground enhances the holistic development of students, promoting physical activity and social interaction alongside academic pursuits. The school’s commitment to providing a conducive learning environment is further highlighted by the availability of tap water, ensuring access to clean and safe drinking water for students and staff alike.

The school’s educational approach is characterized by its English medium of instruction, preparing students for future academic endeavors. A dedicated staff, including one male teacher and six female teachers, along with two pre-primary teachers, collectively contribute to providing a nurturing and supportive learning environment. The school’s commitment to early childhood education is evident in its attached pre-primary section, extending educational opportunities to younger children in the community. The school also boasts two functional computers, aiding in the integration of technology into the learning process.

The school’s management style, classified as “Pvt. Unaided,” reflects its private ownership and independent operation, enabling it to focus on its specific educational goals and community needs. The school’s boundary walls, constructed from hedges, offer a natural and aesthetically pleasing enclosure. The presence of electricity ensures the school has access to essential utilities, supporting its operational needs and providing lighting and power for educational activities. The school also provides separate functional toilet facilities for boys and girls, demonstrating a commitment to hygiene and gender sensitivity.

The school’s operational details offer valuable insights into its organizational structure and academic framework. The academic curriculum is designed to cater to the requirements of primary education, and the school’s affiliation with “Others” for Class 10th and 10+2 board examinations indicates a flexible approach to academic pathways. The school’s operations begin in April, aligning with the typical academic calendar of the region. The school building serves its intended purpose without any need for shifts or repurposing.

The absence of a library and computer-aided learning lab highlights potential areas for future development and expansion. However, the presence of a playground, functional toilets, and access to electricity and tap water demonstrates a dedication to providing a safe, comfortable, and adequately resourced learning environment. The school’s accessibility through all-weather roads underscores its commitment to ensuring regular attendance and minimizing disruptions due to weather conditions.

D B N ARLI (PS) serves as a pivotal institution in its community, providing foundational education and contributing to the overall development of its students. The school’s profile showcases its strengths while also hinting at areas for potential growth and improvement. Future investments in resources like a library and computer lab could significantly enhance the quality of education offered.

The school’s contribution extends beyond the academic realm, fostering community engagement and supporting the educational aspirations of children in rural areas. The consistent focus on providing a safe and supportive learning environment underscores the school’s commitment to the holistic development of its students. Its success lies not only in academic achievements but also in its broader impact on the lives and futures of its students.

The information provided in this profile offers a detailed and comprehensive understanding of D B N ARLI (PS), its operations, infrastructure, and its contribution to the educational landscape of Reasi district. This data is valuable for researchers, policymakers, and educational stakeholders seeking to analyze and improve educational provision in rural settings.