GAYWAY PUBLIC SCHOOL

GAYWAY PUBLIC SCHOOL was established in 1996 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in HAWAL block of SRINAGAR district of Jammu and Kashmir. The school consists of Grades from 1 to 10. 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 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 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 a library and has 500 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.

Gayway Public School: A Comprehensive Overview

Gayway Public School, established in 1996, is a private, co-educational institution located in the urban area of Hawal block, Srinagar district, Jammu and Kashmir. Operating under private unaided management, the school offers a comprehensive education from Class 1 to Class 10, encompassing primary, upper primary, and secondary levels. Its commitment to quality education is evident in its well-maintained infrastructure and dedicated teaching staff.

The school boasts a robust physical environment, including ten well-maintained classrooms designed for effective learning. The presence of a library stocked with 500 books fosters a love of reading and provides valuable resources for students. Further enhancing the learning experience is a dedicated playground, crucial for physical activity and social interaction.

The school’s facilities also include essential amenities such as a reliable electricity supply and a clean source of drinking water from a tap water system. Separate, functional toilet facilities are available for both boys and girls, ensuring hygiene and comfort. The school building itself is a sturdy pucca structure, ensuring safety and durability. English serves as the primary medium of instruction, preparing students for a globalized world.

The teaching staff comprises a team of dedicated educators, including two male teachers and eleven female teachers, complemented by two pre-primary teachers. A single head teacher, Safina, oversees the school’s operations and ensures smooth functioning. The total teacher count stands at thirteen, dedicated to providing quality education to the students. The school follows the State Board curriculum for Class 10, reflecting its commitment to the regional educational standards.

Technological resources, although limited, are available. The school possesses two functional computers, aiding in teaching and learning activities. While a computer-aided learning lab is not currently available, the existing computer resources contribute positively to the learning environment. The school does not offer a mid-day meal program.

The school’s commitment to inclusivity is demonstrated by its provision of a pre-primary section, catering to younger learners. The school prides itself on its accessibility, being easily reachable through an all-weather road. The academic session begins in April, adhering to the regional academic calendar.

The school’s commitment to providing a holistic education is emphasized by the availability of a dedicated room for the head teacher/teacher and additional rooms for non-teaching activities. The school operates within a secure environment, protected by a strong pucca boundary wall.

The absence of ramps highlights a potential area for future improvement, focusing on accessibility for students with disabilities. Despite this, Gayway Public School offers a solid foundation for students’ academic growth and personal development. The school’s dedication to education, coupled with its existing facilities, firmly positions it as a valuable contributor to the community’s educational landscape.

In conclusion, Gayway Public School presents a solid educational environment with dedicated teachers, good infrastructure and a commitment to offering a quality education, though further improvements in accessibility and technological resources could further enhance its offerings.