SUBREENA PUB. SCHOOL

SUBREENA PUB. SCHOOL was established in 1988 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in TANGMARG block of BARAMULA district of Jammu and Kashmir. The school consists of Grades from 1 to 8. 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 Private building. It has got 10 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 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 a playground. The school has a library and has 102 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 not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Subreena Public School: A Comprehensive Profile

Subreena Public School, a private co-educational institution established in 1988, serves the rural community of Tangmarg in the Baramula district of Jammu and Kashmir. This primary and upper primary school caters to students from Class 1 to Class 8, offering a comprehensive education within a supportive environment. The school’s commitment to quality is evident in its various facilities and resources.

The school’s infrastructure includes a private building housing 10 well-maintained classrooms dedicated to instruction. Additional rooms are available for non-teaching activities, and a separate space is allocated for administrative purposes. While the school does not have a boundary wall, it boasts a functional playground and a library stocked with 102 books, fostering both physical activity and a love of reading.

A reliable supply of tap water ensures access to clean drinking water for all students. Separate boys’ and girls’ toilets further contribute to a safe and hygienic learning environment. The school’s commitment to technology is reflected in its possession of 3 functional computers, although computer-aided learning is not yet implemented.

The school’s teaching staff comprises 5 male and 6 female teachers, along with 5 dedicated pre-primary teachers, totaling 11 educators. English serves as the primary medium of instruction, aligning with national standards. The school follows a “Others” board for classes 10 and 10+2, suggesting a unique and potentially adaptable curriculum.

Subreena Public School’s dedication extends beyond academics. The presence of a pre-primary section underlines the school’s commitment to early childhood education. Its rural location and accessibility via an all-weather road demonstrate its dedication to inclusivity and reaching students in even the most remote areas. The school operates on an April-to-April academic calendar.

This detailed profile reveals Subreena Public School’s substantial commitment to providing quality education. Its provision of essential resources such as a library, playground, and functional toilets showcases its commitment to creating a holistic learning experience. The school’s private management structure suggests a dedication to autonomy and potentially innovative teaching methodologies.

The school’s use of English as the primary medium of instruction opens avenues for students to engage with a globalized world. The presence of both male and female teachers creates a balanced learning environment, while the pre-primary section provides crucial early educational opportunities. The availability of 10 classrooms within a private building highlights the school’s commitment to its students’ comfort and learning.

Furthermore, the school’s adherence to an “Others” board for classes 10 and 10+2 warrants further exploration of its curriculum, suggesting that it could have a unique educational approach to complement the standard education system. The fact that the school operates in a rural area is another important detail that speaks to its efforts to reach underserved communities.

The lack of a boundary wall, while potentially a concern, might also indicate a community-based approach, promoting openness and interaction with the surrounding area. The absence of computer-aided learning, on the other hand, presents an area for potential future development and investment.

In conclusion, Subreena Public School, with its established infrastructure, dedicated staff, and commitment to providing quality education, stands as a valuable educational resource within its community. Its unique features, including its curriculum and rural location, make it a distinctive and promising institution in the Baramula district. The school’s continued operation and its future development will be significant factors in the educational landscape of the region.