REVENECE PUBLIC SCHOOL

REVENECE PUBLIC SCHOOL was established in 1976 and it is managed by the Unrecognised. It is located in Urban area. It is located in PINJORE block of PANCHKULA district of HARYANA. The school consists of Grades from 1 to 4. 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. Hindi 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 3 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 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 no library and has 0 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.

Revenece Public School: A Detailed Profile

Revenece Public School, located in the urban area of Pinjore block, Panchkula district, Haryana, is a private, co-educational primary school established in 1976. Operating under unrecognized management, the school caters to students from Class 1 to Class 4, with an attached pre-primary section. Instruction is primarily conducted in Hindi.

The school’s infrastructure includes three classrooms in good condition, housed within a private building with a pucca but broken boundary wall. Reliable electricity ensures a conducive learning environment, and tap water provides a dependable source of drinking water. Sanitary facilities include one functional boys’ toilet and one functional girls’ toilet.

The school’s resources also encompass two functional computers, although a computer-aided learning lab is currently unavailable. While a playground and library are lacking, the school’s focus remains firmly on providing quality primary education. The absence of ramps indicates a need for future accessibility improvements. The school does not provide mid-day meals.

Revenece Public School boasts a dedicated teaching staff of three female teachers and one head teacher, Kabita Ghosh. The school’s commitment to education is evident in its operational structure, emphasizing a supportive and nurturing learning environment.

The school’s accessibility via all-weather roads and its April academic start date provide a structured learning calendar for its students. Its urban location offers proximity to various community resources, potentially fostering a strong relationship between the school and the local area. The absence of a library currently presents a challenge that the school may address in the future to further enhance the learning experience.

Future developments could include the addition of a library to enrich the learning process, a playground to promote physical activity, and the implementation of computer-aided learning to integrate technology into the curriculum. Improvements to the boundary wall and the addition of ramps would enhance the overall safety and accessibility of the school for all students.

Despite its current limitations, Revenece Public School provides essential primary education to the community, serving as a valuable educational institution in its locality. Its dedication to teaching, as demonstrated by its committed staff, forms the core of its educational mission.

The school’s management structure as an unrecognized entity presents both challenges and opportunities. Seeking recognition could unlock access to additional resources and support, enabling further improvements to facilities and curriculum development.

The absence of male teachers is a notable aspect of the school’s staffing profile. While the current female teaching staff effectively serves the student body, further diversification of teaching personnel may bring varied perspectives and enhance the overall learning experience.

The school’s commitment to providing primary education within its resource constraints highlights the importance of community-based educational initiatives. The school’s story emphasizes the vital role of local schools in shaping the future of young learners.