DAFFODILS PUBLIC SCHOOL BABURA

DAFFODILS PUBLIC SCHOOL BABURA was established in 2010 and it is managed by the Unrecognised. It is located in Rural area. It is located in DHORAIYA block of BANKA district of Bihar. 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. 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 7 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 doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps 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 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.

Daffodils Public School Babura: A Comprehensive Overview

Daffodils Public School Babura, a private primary school located in the rural area of Dhoraiya block, Banka district, Bihar, opened its doors in 2010. Operating under unrecognised management, this co-educational institution offers classes from 1st to 5th standard, exclusively using Hindi as its medium of instruction. The school’s academic year commences in April, accessible via an all-weather road.

The school’s infrastructure comprises a private building featuring seven well-maintained classrooms dedicated to teaching. Two additional rooms cater to non-teaching activities, including a designated space for the school head or teachers. A sturdy pucca boundary wall encloses the school grounds, complemented by a functional playground. Providing essential amenities, the school relies on hand pumps for drinking water and boasts separate functional toilets for boys and girls.

Despite lacking electricity and a library, the school demonstrates a commitment to providing basic educational resources. Two functional computers support teaching and learning, though computer-aided learning facilities are not currently available. The absence of a pre-primary section and mid-day meal program aligns with the school’s focus on primary education. The school’s building is not utilized as a shift school and it is not a residential school.

The school’s staffing includes six contract teachers, dedicated to providing quality education to its students. The school’s management, however, is currently unrecognised, which may impact the school’s ability to secure additional resources and support. This lack of formal recognition warrants consideration as it relates to long-term educational growth and stability.

The school’s rural setting underscores the need for continued development and improvement within its community. Its basic infrastructure, though functional, indicates the need for potential resource augmentation. Access to technology and essential services is limited, highlighting opportunities for growth and improvement within the school’s operational framework.

The absence of computer-aided learning opportunities is a point of consideration, particularly in the context of increasingly technology-focused educational practices. Investing in this area would contribute significantly to enhanced learning experiences for the students. Similarly, the lack of a library and the limited number of computers represents a scope for future development to provide students with a wider range of educational resources.

The school’s management status as “Unrecognised” significantly influences its capacity to access external funding, training opportunities, and essential resources. Improving this aspect of the school’s operation is crucial for its continued sustainability and overall effectiveness. Efforts to seek formal recognition will positively impact access to governmental programs designed to support educational institutions.

Daffodils Public School Babura plays a vital role in providing primary education within its rural community. Though facing challenges regarding resource limitations and official recognition, its commitment to education remains evident. Future development plans should prioritize improvements in infrastructure, teacher training, resource acquisition, and securing formal recognition.

The school’s accessibility via an all-weather road demonstrates a commitment to inclusivity. However, the lack of ramps for disabled children necessitates consideration of future accessibility upgrades. Creating an inclusive learning environment for all students is a key area that warrants further development and prioritization.

In summary, Daffodils Public School Babura is a functional primary school in a rural setting striving to provide essential education. Its challenges stem largely from limited resources, a lack of formal recognition, and the absence of technology-based learning. Addressing these points will contribute significantly to enhancing the quality of education and positively impacting the lives of its students.