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PS CHEERAL PAYA CHOWKI CHOURA
Schools world Rating: 0.7/5
Area : | MAJOOR, CHOWKI CHOURA |
District : | JAMMU |
State : | JAMMU & KASHMIR |
Pincode : | 185154 |
Established in Year : | 2003 |
Management : | Dept. of Education |
Coeducation: | Co-Educational |
Medium of Instruction: | Hindi
| Total no of students: | 37 |
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School Category : | Primary only |
Residential: | No
, Not Applicable |
No of Teachers: | 2 |
No of non teaching staff: | 0 |
No of class rooms: | 2 |
No of non-class rooms: | 2 |
No of black boards: | 1 |
Library: | Yes
|
No of computers: | 0 |
Student Teacher Ratio: | 19 |
Student Classroom Ratio: | 19 |
Pass Percentage: | 100 |
Percentage of students who scored first class: | 100 |
Description:
The school PS CHEERAL PAYA is located in the area MAJOOR of CHOWKI CHOURA. PS CHEERAL PAYA is in the JAMMU district of JAMMU & KASHMIR state. pincode is 185154. PS CHEERAL PAYA CHOWKI CHOURA was establised in the year 2003. The management of PS CHEERAL PAYA is Dept. of Education. PS CHEERAL PAYA is a Primary only school. The coeducation status of PS CHEERAL PAYA is Co-Educational. The residential status of PS CHEERAL PAYA is No. and the residential type of PS CHEERAL PAYA is Not Applicable. The total number of students in PS CHEERAL PAYA CHOWKI CHOURA is 37. The total number of teachers in PS CHEERAL PAYA CHOWKI CHOURA is 2. The total number of non teaching staff in PS CHEERAL PAYA is 0. The medium of instruction in PS CHEERAL PAYA is Hindi. The total number of class rooms in PS CHEERAL PAYA is 2. The total number of other rooms in PS CHEERAL PAYA is 2. The total number of black boards in PS CHEERAL PAYA is 1. The total number of books in the library of PS CHEERAL PAYA is 0. The total number of computers in PS CHEERAL PAYA CHOWKI CHOURA is 0. The student teacher ratio of PS CHEERAL PAYA CHOWKI CHOURA is 19.00000. The student classroom ratio of PS CHEERAL PAYA is 19.00000. The pass percentage of PS CHEERAL PAYA is 100.00000. The percentage of students who scored first class in PS CHEERAL PAYA is 100.00000.
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