DEEP MODEL SCH FDK-04

DEEP MODEL SCH FDK-04 was established in 1995 and it is managed by the Pvt. Unaided. It is located in Urban area. It is located in FARIDKOT block of FARIDKOT district of Punjab. 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. Punjabi 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 9 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 no 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 Applicable providing mid-day meal.

DEEP MODEL SCH FDK-04: A Comprehensive Profile of a Punjab Primary School

DEEP MODEL SCH FDK-04, a private co-educational primary school, stands as a vital educational institution in the urban landscape of Faridkot, Punjab. Established in 1995 under private unaided management, the school caters to students from Class 1 to Class 5, offering a foundation in education within a well-structured environment.

The school’s infrastructure reflects its commitment to providing a conducive learning space. Housed in a private building with nine classrooms in good condition, the school also features a playground, ensuring a balance between academic pursuits and recreational activities. The presence of a pucca boundary wall and reliable electricity further enhances the safety and functionality of the school premises. Importantly, ramps are available for disabled children, demonstrating a commitment to inclusivity.

Instruction at DEEP MODEL SCH FDK-04 is primarily conducted in Punjabi, aligning with the local linguistic context. The teaching staff comprises five teachers—one male and four female—collaborating to deliver the curriculum. The school’s affiliation with “Others” for Class 10 and 10+2 boards suggests a flexible approach to higher education pathways for its students. The school operates on an academic calendar that commences in April.

The school’s facilities demonstrate a focus on essential requirements. Separate boys’ and girls’ toilets are available, ensuring proper sanitation facilities. However, the absence of a library and computer-aided learning facilities highlight areas where potential enhancements could further elevate the quality of education. The school’s current state is accurately reflected in its ‘no’ response regarding pre-primary sections and the lack of a mid-day meal program.

While the school does not have a dedicated computer lab, it maintains a functional electricity supply. Access to drinking water is currently unavailable, a critical area requiring immediate attention. This deficiency, along with the lack of a library, underscores the need for improvement in providing a holistic learning experience for the students. The availability of toilets, though, ensures basic hygiene standards are met.

The school’s location in the urban area of Faridkot, Punjab, positions it within a community it serves. Its operational structure, reflecting a private unaided management system, highlights its autonomy and reliance on private funding for its upkeep and development. The absence of residential facilities indicates a focus solely on providing daytime education for the children of the community.

The school’s management and operational details, along with its teaching staff composition, paint a clear picture of its organizational structure and functioning. The available data, while revealing some areas for improvement, also showcases a commitment to providing basic educational facilities within the community.

DEEP MODEL SCH FDK-04’s commitment to accessibility is noteworthy. The presence of ramps for disabled children demonstrates a dedication to inclusivity, highlighting a thoughtful approach to accommodating diverse student needs. This is an essential component of creating a welcoming and equitable learning environment.

In conclusion, DEEP MODEL SCH FDK-04 provides a fundamental educational service to the Faridkot community. While areas for improvement exist, particularly concerning access to drinking water and technological resources, the school’s focus on basic infrastructure, accessible facilities, and a dedicated teaching staff lays the foundation for continued growth and development. Future enhancements in these areas could further enhance the educational experience offered to its students.

Further information about DEEP MODEL SCH FDK-04 can be obtained through local inquiries within Faridkot, Punjab. Continuous assessment and community engagement will be vital in ensuring the continued success and development of this educational institution.