PRIMARY SCHOOL DANGER MOHALLA

PRIMARY SCHOOL DANGER MOHALLA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in CHADOORA block of BADGAM 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 Rented building. It has got 1 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 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 no playground. The school has a library and has 100 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.

Primary School Danger Mohalla: A Detailed Overview

Primary School Danger Mohalla, located in the rural area of CHADOORA block, BADGAM district, Jammu and Kashmir, is a co-educational institution established in 2004 under the Department of Education. This primary school caters to students from Class 1 to Class 5, offering a crucial foundation for their education. The school’s commitment to providing a comprehensive learning environment is evident in its various features and resources.

The school operates from a rented building, equipped with a single classroom ensuring a conducive learning space for its students. A significant aspect of the school’s infrastructure is the presence of a functional library containing 100 books, promoting a love for reading and knowledge acquisition among the students. Furthermore, the school ensures access to clean drinking water through a tap water supply, prioritizing the students’ well-being.

The school’s academic approach is characterized by its use of English as the medium of instruction, fostering multilingual competency in its students. The dedicated teaching staff comprises one male and one female teacher, ensuring individual attention and support to all learners. A notable feature is the availability of a pre-primary section, catering to younger children and setting the stage for their future academic journey. The school provides midday meals, prepared and served on the premises, ensuring nutritional support for its students.

The school’s commitment to inclusivity is demonstrated by the presence of separate, functional toilets for boys and girls. While lacking a playground and computer-aided learning facilities, the school’s focus remains firmly on providing quality primary education within its resource constraints.

The absence of a boundary wall and an electricity connection highlights areas for potential improvement in the school’s infrastructure. Despite these challenges, the school’s dedication to providing education in a rural setting, using a rented building, and offering a library are noteworthy aspects of its operation.

The school’s academic performance and other key metrics are not available in this data set, which primarily focuses on the school’s infrastructure and basic functionalities. Further information on student enrollment, academic achievements, and future development plans would offer a more holistic understanding of Primary School Danger Mohalla.

The school’s management, under the Department of Education, plays a crucial role in its continued operation and development. Understanding the support received from this governing body and the school’s ongoing initiatives would provide further insight into its successes and challenges.

The geographical location in a rural area presents both opportunities and challenges. Exploring the community’s involvement in the school’s activities and the potential for collaborative efforts to address infrastructure gaps would offer valuable insights into the school’s overall context.

The school’s reliance on a rented building signifies a need for long-term planning for a more permanent infrastructure. Securing stable funding and exploring options for sustainable infrastructure development are critical for the school’s future growth and stability.

In conclusion, Primary School Danger Mohalla serves as a testament to the dedication of educators working in resource-constrained environments to provide basic primary education. Addressing the infrastructural gaps and exploring avenues for sustainable growth will be crucial in ensuring the school’s continued success in nurturing the future generations of the community.