PS PARRAY MOHALLA SUCHIPORA

PS PARRAY MOHALLA SUCHIPORA was established in 2004 and it is managed by the Department of Education. It is located in Rural area. It is located in WAGOORA block of BARAMULA 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 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 Pucca But Broken 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 50 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.

PS Parray Mohalla Suchipora: A Rural Primary School in Jammu and Kashmir

PS Parray Mohalla Suchipora, a primary school nestled in the rural landscape of Jammu and Kashmir, stands as a testament to the commitment to education in even the most remote areas. Established in 2004 under the Department of Education, this co-educational institution serves students from Class 1 to Class 5. Its location within the Wagoora block of Baramula district ensures accessibility for children in the surrounding community.

The school’s infrastructure includes two classrooms in good condition, housed in a rented building. While lacking electricity, the school provides tap water, a crucial amenity for students’ hygiene and well-being. A library stocked with 50 books provides supplementary learning resources. The presence of separate boys’ and girls’ toilets underscores the school’s commitment to providing a safe and comfortable environment.

The school’s teaching staff consists of two male teachers, delivering instruction in English. A notable feature is the inclusion of a pre-primary section, catering to younger children. The school’s management emphasizes the importance of providing meals, with midday meals prepared and served on the premises. This ensures students receive the nourishment needed for effective learning.

The school’s structure includes a room dedicated to the head teacher, promoting effective administration and teacher support. A pucca but broken boundary wall provides a degree of security, though improvements to its condition would undoubtedly enhance the overall safety and appearance of the school. The absence of a playground limits recreational opportunities for students.

While the school’s facilities are modest, the dedication of the teaching staff is evident. The school’s curriculum emphasizes a strong educational foundation for students, preparing them for future academic pursuits. The availability of a library, however basic, indicates a commitment to fostering a love of reading and knowledge.

The school’s lack of computers and a computer-aided learning lab reflects the challenges faced by many rural schools. However, the school’s commitment to providing basic amenities like clean water and sanitation demonstrates a focus on essential needs.

The absence of ramps highlights an area for improvement in terms of accessibility for disabled students. Future development plans could prioritize the addition of ramps to ensure inclusive education for all children. Similarly, securing an electrical connection would significantly improve the school’s functionality and learning environment.

The school’s commitment to providing a quality education despite its resource limitations underscores the determination to ensure every child has access to learning. The school’s reliance on a rented building and lack of certain amenities highlights the need for further investment in infrastructure development in rural areas.

Despite its challenges, PS Parray Mohalla Suchipora serves as a beacon of education in its community. It provides a foundation for learning and personal growth, preparing its students for their future endeavors. The school’s dedication to providing a safe, supportive, and enriching learning environment is commendable.

The success of PS Parray Mohalla Suchipora relies on the ongoing commitment of its staff, the support of the community, and increased investment in infrastructure and resources. The school’s story serves as an important reminder of the vital role education plays in rural development and the importance of supporting schools that serve underserved communities.