MS NARBEHRA

MS NARBEHRA was established in 1988 and it is managed by the Department of Education. It is located in Rural area. It is located in KHOUR block of JAMMU district of Jammu and Kashmir. The school consists of Grades from 1 to 7. 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 Government building. It has got 2 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 No Boundary Wall 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 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 no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

MS NARBEHRA: A Rural Primary School in Jammu and Kashmir

MS NARBEHRA is a government primary school located in the rural area of KHOUR block, JAMMU district, Jammu and Kashmir. Established in 1988, this co-educational institution is managed by the Department of Education and offers classes from 1st to 7th standard. The school’s instruction medium is English, catering to the educational needs of the local community.

The school infrastructure comprises a government building with two classrooms in good condition, along with additional rooms for non-teaching activities and a separate space for the teachers. While the school boasts a playground, it currently lacks a boundary wall and electricity connection. The school’s drinking water source is hand pumps, ensuring access to potable water for students and staff. Separate functional boys’ and girls’ toilets are available on the premises.

Despite the absence of a library and computer-aided learning facilities, the school provides mid-day meals prepared within the school premises. The school’s commitment to providing a nourishing meal underscores its dedication to the holistic development of its students. The lack of computers and a library highlights areas where improvements could enhance the learning experience.

The school’s accessibility is ensured by an all-weather road, making it convenient for students and staff to reach the premises regardless of weather conditions. The academic session commences in April, aligning with the regional academic calendar.

The school’s staffing comprises two male teachers, dedicated to providing quality education. The absence of female teachers presents an opportunity to increase diversity and improve the representation within the teaching staff. This could lead to a more inclusive learning environment for students.

The school’s management, under the Department of Education, plays a crucial role in the provision of resources and oversight. The effectiveness of this management and its capacity to address the school’s needs are crucial for its continued success.

The school operates as a primary school with an upper primary section (classes 1-8), following a curriculum aligned with the “Others” board for classes 10 and 10+2. This indicates a potential area for collaboration with educational boards for curriculum development and resource provision.

While MS NARBEHRA lacks certain facilities like a library and computers, its provision of basic amenities such as toilets, a playground, and mid-day meals demonstrates a commitment to student well-being. The school’s location in a rural setting highlights the importance of its role in providing educational opportunities to children in the area.

The all-weather road access underscores the school’s commitment to ensuring consistent attendance, irrespective of weather conditions. This accessibility is crucial, especially in a region that may experience challenging weather patterns. Further, the school’s existing infrastructure, though modest, provides a functional learning environment.

Future development plans could focus on improving facilities, including the addition of a library, computer lab, and potentially recruiting female teachers to provide a more balanced learning experience for the students. This would significantly contribute to enhancing the school’s overall educational capacity and enriching the learning environment for the children of the community.