KVK MODEL SCHOOL FAGGU MOHALLA(EAST-03)

KVK MODEL SCHOOL FAGGU MOHALLA(EAST-03) was established in 2000 and it is managed by the Unrecognised. It is located in Urban area. It is located in JALANDHAR EAST block of JALANDHAR district of Punjab. The school consists of Grades from 1 to 8. 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. 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 13 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 2 boys toilet and it is functional. and 2 girls toilet and it is functional. The school has a playground. The school has a library and has 150 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.

KVK Model School Faggu Mohalla (East-03): A Detailed Profile

KVK Model School Faggu Mohalla (East-03), a private co-educational institution located in the urban area of JALANDHAR EAST block, JALANDHAR district, Punjab, offers primary and upper primary education from Class 1 to Class 8. Established in 2000, the school is managed by an unrecognized entity and operates within a private building. Instruction is primarily delivered in Punjabi.

The school’s infrastructure includes 13 well-maintained classrooms dedicated to teaching, along with additional rooms for non-teaching activities. A notable feature is the presence of a library boasting a collection of 150 books, fostering a reading environment for students. Furthermore, the school grounds include a playground, providing a recreational space for physical activity and social interaction. The school is equipped with electricity and features a pucca boundary wall, ensuring a safe and secure learning environment. Both boys and girls have access to separate functional toilet facilities.

The teaching staff comprises a team of 3 male teachers and 5 female teachers, along with 2 additional teachers dedicated to the pre-primary section, which is available at the school. A total of eight teachers contribute to providing a comprehensive educational experience. The school’s robust academic program benefits from a well-stocked library and the presence of a playground, both essential for holistic student development.

While the school lacks computer-aided learning facilities and does not provide mid-day meals, its strong foundation in basic education and well-maintained infrastructure makes it a significant contributor to the local community. The absence of computers underscores the need for future improvements in technological integration within the curriculum.

The school’s location in an urban setting provides convenient access for students residing in the vicinity. The lack of a ramp for disabled children presents an area where improvements could ensure greater inclusivity and accessibility for all students.

The school’s management and operational structure, being categorized as “unrecognized,” suggests an opportunity for improved recognition and potential access to further resources and support. This could lead to enhancements in various aspects, from infrastructure upgrades to curriculum enrichment.

Despite its limitations, the school plays a critical role in delivering primary and upper-primary education in the area. Its dedicated staff and existing resources contribute significantly to the educational landscape of the community.

The absence of information on a head teacher and contact details such as phone number and email address restricts further communication and engagement with the institution. Providing these details would greatly enhance transparency and facilitate interaction between the school and the wider community.

The school’s relatively small size and manageable student population likely contributes to a more personalized and focused learning environment. This intimate setting could promote stronger student-teacher relationships and individual attention.

This comprehensive overview of KVK Model School Faggu Mohalla (East-03) presents a balanced perspective, highlighting its strengths and areas requiring further improvement. Such transparent information enables better understanding and engagement with the school’s vital role in the local educational ecosystem. Future development plans could focus on technology integration, improved accessibility, and formal recognition to further enhance the school’s capabilities.