DARUL ARQUAM PUBILC SCHOOL

DARUL ARQUAM PUBILC SCHOOL was established in 2012 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in SHAJAPUR block of SHAJAPUR district of Madhya Pradesh. 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 Non-Ashram type (Govt.) 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 Rented 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 Pucca But Broken boundary wall. The school has doesn’t 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 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.

Darul Arquam Public School: A Profile of a Primary School in Shajapur, Madhya Pradesh

Darul Arquam Public School, located in the urban area of Shajapur, Madhya Pradesh, is a private, unaided co-educational institution established in 2012. The school caters to students from Class 1 to Class 5, offering primary education with Hindi as the medium of instruction. Its accessible location ensures students can attend regardless of weather conditions, with the academic year commencing in April.

The school operates from a rented building, comprising ten classrooms in good condition, along with additional rooms for non-teaching activities and a dedicated space for the school’s teachers. The infrastructure includes a functional boys’ and girls’ toilet, a well providing drinking water, and a library, although currently without books. The school’s boundary wall is described as “pucca but broken.” Notably, the school lacks electricity and a playground. The school utilizes two functional computers for teaching, but lacks a dedicated computer-aided learning lab.

With a total of four teachers – one male and three female – the school’s staff effectively delivers primary education. The school’s management is entirely private, with no government assistance, and it does not offer mid-day meals or a pre-primary section. Furthermore, the school is not residential and has no pre-primary teachers.

The school’s commitment to providing primary education is evident in its classroom facilities. The ten classrooms serve as the cornerstone of the school’s educational endeavors, accommodating the student population effectively. The well-maintained classrooms facilitate a conducive learning environment.

The absence of electricity presents a challenge, limiting the school’s technological capabilities and possibly impacting after-school activities and teaching methods. While the lack of a playground may affect physical education opportunities, the school’s commitment to education remains.

The school’s library, despite its current lack of books, represents a potential resource for future learning expansion. A future focus on acquiring books and utilizing the library could substantially enrich the learning experience. Similarly, the availability of two computers shows a basic level of technological integration, which could be significantly expanded with access to electricity and a dedicated computer lab.

The presence of both boys’ and girls’ toilets underlines the school’s commitment to providing basic amenities for students. Maintaining these facilities ensures a healthy and hygienic environment conducive to learning. The functional well serves as a reliable source of drinking water, crucial for the health and well-being of the student body.

The “pucca but broken” boundary wall requires attention. Repairs to the wall would enhance school security and further improve the overall school environment. These needed improvements would positively impact the learning atmosphere and attract more students.

While the school presently operates without many amenities, its dedicated staff and existing infrastructure form the basis for potential growth and improvement. Future enhancements, particularly in areas such as electricity, playground facilities, and library resources, could further improve the school’s effectiveness and overall quality of education. The school serves as a vital educational resource within its community.