IQRA PUBLIC SCHOOL

IQRA PUBLIC SCHOOL was established in 1983 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in ACHABAL block of ANANTNAG district of Jammu and Kashmir. The school consists of Grades from 1 to 8. 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 Rented building. It has got 9 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 doesn’t 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 no playground. The school has a library and has 50 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.

IQRA PUBLIC SCHOOL: A Rural Primary and Upper Primary School in Jammu and Kashmir

IQRA PUBLIC SCHOOL, established in 1983, serves the rural community of Achabal block in Anantnag district, Jammu and Kashmir. Operating as a private, unaided co-educational institution, it provides primary and upper primary education from Class 1 to Class 8, with a dedicated pre-primary section. The school’s commitment to education is evident in its well-maintained facilities and dedicated teaching staff.

The school building, although rented, houses nine classrooms in excellent condition, ensuring a conducive learning environment for its students. These classrooms facilitate effective instruction in English, the medium of instruction throughout the school. Supplementing the classroom learning is a library stocked with 50 books, providing students with valuable supplementary reading materials. While lacking a playground, the school prioritizes academic learning within its available resources.

The school’s faculty comprises eleven teachers: eight male and three female, along with three additional teachers dedicated to the pre-primary section. This dedicated team ensures individual attention and comprehensive support for students across all grade levels. The school further emphasizes a holistic approach to learning, recognizing the importance of providing a comfortable and safe environment for all students.

The availability of one functional boys’ toilet and one functional girls’ toilet underscores the school’s commitment to providing basic amenities. The school’s reliance on hand pumps for drinking water, while not ideal, ensures access to a vital resource. The absence of electricity presents a challenge, but the school effectively utilizes available resources to facilitate learning.

The school’s robust infrastructure includes a pucca boundary wall, which ensures a secure environment. Two functional computers provide students with access to technology, albeit without a dedicated computer-aided learning lab. The school’s adherence to the “Others” board for classes 10 and 10+2 reflects its focus on providing a comprehensive curriculum adapted to the local context.

IQRA PUBLIC SCHOOL stands as a testament to the dedication of its teachers and the community’s commitment to education. Despite the challenges posed by its rural location and limited resources, the school continues to provide valuable educational opportunities for its students, fostering a positive learning environment and preparing students for their future endeavors.

The school’s commitment to providing a quality education is evident in its well-structured curriculum, experienced teaching staff, and focus on maintaining a safe and clean environment for students. While some facilities remain limited, the school’s dedication to its students’ success remains unwavering.

The school’s management emphasizes the importance of providing access to education for all children, regardless of their background. The co-educational nature of the school further promotes inclusivity and equal opportunities for all students. Future development plans might include upgrading facilities and expanding resources to better serve the growing educational needs of the community.

The success of IQRA PUBLIC SCHOOL relies on the continued support of the community, parents, and local authorities. The provision of additional resources, including electricity and playground facilities, would significantly enhance the overall learning experience for students. Nonetheless, the school’s current provision of quality primary and upper primary education remains commendable.

In conclusion, IQRA PUBLIC SCHOOL’s commitment to quality education and its dedication to serving the rural community makes it a vital part of the educational landscape of Anantnag district. Despite its limitations, the school has effectively created a conducive learning environment. Its continued success relies on the collaborative efforts of its staff, students, and the community at large. By addressing some of the existing infrastructure limitations, the school can further enhance its educational offerings and better serve the needs of its students.