SURAJBA P.S.

SURAJBA P.S. was established in 2004 and it is managed by the Pvt. Unaided. It is located in Rural area. It is located in JAMBUSAR block of BHARUCH district of Gujrat. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Gujarati 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 5 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 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 1 girls toilet and it is functional. The school has a playground. The school has a library and has 0 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 Not Provided providing mid-day meal.

Surajba Primary School: A Comprehensive Overview

Surajba P.S., a private, co-educational primary school, stands as a vital educational institution in the rural landscape of Jambusar block, Bharuch district, Gujarat. Established in 2004 under private, unaided management, the school provides essential primary education to the community. Its commitment to quality education is evident in its infrastructure and dedicated teaching staff.

The school’s physical infrastructure includes a pucca building housing five well-maintained classrooms, ensuring a conducive learning environment for its students. The presence of a playground and a library, albeit currently without books, indicates a commitment to holistic development beyond academics. Adequate sanitation facilities are available with one boys’ toilet and one girls’ toilet. Accessibility features include ramps for disabled children, highlighting the school’s dedication to inclusivity. A reliable electricity connection further enhances the learning experience.

The school’s academic focus is on primary education, encompassing grades 1 through 5. Gujarati serves as the medium of instruction. The teaching staff comprises five female teachers and one head teacher, Apexan M Parmar, providing a student-teacher ratio conducive to effective learning. The school’s operational structure is further defined by its status as a non-residential institution.

While the school currently lacks computer-aided learning facilities and a mid-day meal program, its presence of a library (though needing to be stocked) and playground signifies a commitment to providing a well-rounded education. The school’s building, classrooms, and toilets are all in good condition, demonstrating a dedication to maintaining a functional and safe learning environment.

The school’s location in a rural area underscores its importance in providing access to quality education for children in underserved communities. Its establishment in 2004 signifies a long-standing commitment to serving the educational needs of the region. The school’s accessibility via an all-weather road also eliminates geographical barriers to learning.

The school’s academic calendar aligns with the standard academic year, commencing in April. The school’s commitment to providing a solid primary education foundation is underscored by its robust infrastructure, a dedicated team of teachers, and the provision of essential facilities.

The management’s commitment to improvements is implied by the school’s existing infrastructure, and accessibility features. Further development of the library and the incorporation of computer-aided learning would significantly enhance the school’s educational offerings.

The availability of a head teacher and five female teachers ensures a well-structured teaching environment and student supervision. The school’s management and teachers are dedicated to providing a solid foundation in primary education for the students.

Surajba P.S. stands as a testament to the importance of private initiatives in providing educational opportunities in rural areas. The school’s future growth and development will depend on consistent investments in resources, infrastructure, and teacher training.

The school’s success story highlights the need for continued support for private educational institutions in rural areas. Investment in educational resources and infrastructure is vital for ensuring high-quality education for all children, regardless of their location.

In conclusion, Surajba P.S. serves as a critical pillar of education in its community, demonstrating dedication and potential for future growth with strategic investment and ongoing support.