DAFFODILS PUBLIC SCHOOL

DAFFODILS PUBLIC SCHOOL was established in 2006 and it is managed by the Unrecognised. It is located in Urban area. It is located in PATNASADAR URBAN block of PATNA district of Bihar. The school consists of Grades from 1 to 5. 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. 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 No Building building. It has got 0 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 Well 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 no playground. The school has a library and has 28 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 1 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Daffodils Public School: A Detailed Overview

Daffodils Public School, established in 2006, is an unrecognized, co-educational primary school located in the urban area of Patna, Bihar. Situated in the Patna Sadar Urban block, the school caters to students from Class 1 to Class 5, offering a Hindi-medium instruction. The school’s operational details reveal a unique profile, warranting further examination.

The school’s infrastructure presents a mixed picture. While it lacks a dedicated school building, it operates with a pucca but broken boundary wall, ensuring some level of security. Electricity is available, a significant asset for a school in its context. Importantly, a functional well provides drinking water to students, a crucial element in ensuring their well-being. Sanitary facilities are basic but available, including one boys’ and one girls’ toilet.

The school’s academic resources are limited but present. A library houses 28 books, offering a foundational resource for learning. A single computer supports computer-aided learning, highlighting a commitment to incorporating technology into the curriculum despite resource constraints. The presence of a pre-primary section (with two dedicated teachers) indicates the school’s attempt to cater to the educational needs of younger children in the community.

The school’s staffing presents a notable characteristic; it relies entirely on seven contract teachers. This unique staffing model warrants further investigation into its implications for the school’s academic outcomes and operational sustainability. The lack of a head teacher indicates a unique organizational structure, requiring further inquiry.

The school’s absence of a playground reflects a limitation in its recreational offerings to students. This lack, however, is balanced by the presence of a computer-aided learning lab, showcasing a proactive approach to integrating technology in education.

While the school does not provide mid-day meals, the availability of drinking water and basic sanitation facilities indicate a commitment to providing a minimally sufficient learning environment. The absence of ramps for disabled children highlights an area needing improvement for inclusive education.

Daffodils Public School’s location in an urban area indicates its potential accessibility for a substantial segment of the community. Its limited resources, however, point to a need for further support in infrastructure development and teacher training.

The school’s operational model, relying solely on contract teachers, suggests a flexible but potentially less stable approach to education delivery. The long-term implications of this model on the quality of education need to be considered.

Daffodils Public School’s establishment reflects a community’s initiative to provide primary education, even with limited resources. Its operation, while facing challenges, showcases the determination to offer educational opportunities within the local context.

Further research into the school’s academic performance, student outcomes, and community engagement could provide a more comprehensive understanding of its strengths and areas needing improvement. This would enable the development of targeted support and resource allocation strategies to enhance the school’s overall effectiveness.