STRUGGLING TEENS PUBLIC SCHOOL, WARIYAM NANGAL

STRUGGLING TEENS PUBLIC SCHOOL, WARIYAM NANGAL was established in 2003 and it is managed by the Others. It is located in Rural area. It is located in MAJITHA block of AMRITSAR district of Punjab. The school consists of Grades from 1 to 10. The school is Co-educational and it have an attached pre-primary section. The school is N/A 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 Private building. It has got 17 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 None and it is functional. The school has 1 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 200 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 3 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Provided providing mid-day meal.

Struggling Teens Public School: A Profile of a Rural Punjab Institution

Struggling Teens Public School, located in Wariyam Nangal village, Punjab, India, is a private co-educational institution offering primary, upper primary, and secondary education (classes 1-10). Established in 2003, this rural school plays a vital role in the community’s educational landscape. The school’s commitment to providing quality education is evident in its robust infrastructure and dedicated teaching staff.

The school boasts 17 classrooms in good condition, ensuring ample space for learning. A well-stocked library houses 200 books, fostering a love for reading among students. The presence of a playground caters to the students’ physical needs and recreational activities. Furthermore, the school is equipped with three computers and a computer-aided learning lab, reflecting its dedication to incorporating technology in education. The institution also features a separate room for the teachers, which is a significant element of teacher welfare. The school’s commitment to accessibility is demonstrated by its ramps for disabled children, ensuring inclusivity within the institution.

A significant aspect of the school’s functionality lies in its dedicated teaching staff. The school employs a total of 14 teachers, with 1 male teacher and 13 female teachers, along with 4 dedicated pre-primary teachers. This demonstrates a strong commitment to providing students with individual attention and fostering a supportive learning environment. Importantly, the school adopts English as the medium of instruction, preparing students for future academic success. The school is situated on an all-weather accessible road, making it conveniently accessible throughout the year.

The school building, while described as “Pucca But Broken,” indicates a need for future maintenance and potential upgrades to the infrastructure, despite its current functionality. The school’s electricity connection ensures consistent operation of its facilities and learning environments. The presence of one boys’ toilet and two girls’ toilets reflects a commitment to providing basic amenities for students’ hygiene needs.

The school’s affiliation with the State Board for class 10 and other boards for higher secondary education signifies its adherence to established educational standards and guidelines. Notably, while it offers a pre-primary section, the school does not currently provide mid-day meals, which may present a potential area for future development.

Its location in a rural setting highlights its role in bringing quality education to underserved communities. The school’s “Others” management designation indicates a unique governance structure that may warrant further exploration. The school’s overall structure and offerings reflect its commitment to providing a comprehensive educational experience to its students.

The availability of ramps for disabled students speaks volumes about the school’s efforts toward inclusivity. The school’s commitment to using English as its medium of instruction underscores its proactive approach to preparing students for future opportunities beyond the local community.

The school’s establishment in 2003 demonstrates its longevity and contribution to the community’s educational landscape. The details provided paint a picture of a functioning school with some infrastructural needs and a committed teaching staff dedicated to empowering students in rural Punjab. The school’s emphasis on providing educational opportunities reflects an essential need in this region.

While there are aspects that could benefit from improvement, such as the provision of midday meals and the ongoing maintenance of the school building, the information points to a dedicated educational institution in rural Punjab striving to provide quality education to its students. Future development and maintenance could greatly enhance the overall learning environment and further support the students’ academic progress.