PATIYA NEL FALIYA PRI.SHALA

PATIYA NEL FALIYA PRI.SHALA was established in 1978 and it is managed by the Local body. It is located in Rural area. It is located in GARBADA block of DOHAD district of Gujrat. The school consists of Grades from 1 to 8. 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. Gujarati 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 Government building. It has got 12 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 Hand Pumps 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 440 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 Provided but not Prepared in School Premises providing mid-day meal.

Patiya Nel Faliya Primary School: A Comprehensive Overview

Patiya Nel Faliya Primary School, established in 1978, serves the rural community of Garbada block in Dohad district, Gujarat. Managed by the local body, this co-educational institution provides primary and upper primary education, encompassing classes 1 through 8. Instruction is delivered in Gujarati, catering to the local linguistic needs. The school’s commitment to providing a quality education is evident in its infrastructure and resources.

The school building, a government facility, boasts twelve well-maintained classrooms dedicated to instruction. These are complemented by additional rooms for non-teaching activities and a separate office for the head teacher. The school is securely enclosed by a pucca boundary wall, ensuring the safety and security of students and staff. Electricity access ensures a conducive learning environment, even during evenings or periods of inclement weather.

The school’s dedication to holistic development is reflected in its provision of essential amenities. Clean drinking water is readily available through functional hand pumps, ensuring the students’ health and well-being. Separate, functional toilet facilities for both boys and girls further enhance the school’s hygiene and sanitation standards. A spacious playground provides ample opportunity for physical activity and recreational pursuits, promoting the overall development of the students.

Further emphasizing the school’s commitment to learning, a well-stocked library houses an impressive collection of 440 books, fostering a culture of reading and intellectual curiosity. The presence of ramps for disabled children ensures accessibility for all students, reinforcing the school’s inclusive environment.

The school’s staffing comprises a team of fifteen dedicated teachers, nine male and six female, led by head teacher Parmar Rupsinbhai Mavsinbhai. These educators work collaboratively to deliver a comprehensive curriculum. The school’s management structure, overseen by the local body, ensures efficient and responsive governance.

The mid-day meal program is an integral part of the school’s operation, though meals are provided from external sources rather than prepared on school premises. This program aims to address nutritional needs and enhance the learning experience.

The school’s operational hours and academic calendar are tailored to the local context. The academic session begins in April, aligning with the region’s climate and agricultural cycle. The school is easily accessible via an all-weather road, ensuring consistent attendance despite varying weather conditions.

The absence of a pre-primary section and computer-aided learning facilities indicates potential areas for future expansion and improvement. However, the school’s robust infrastructure, dedicated staff, and comprehensive educational program demonstrate its significant contribution to the community.

While the school doesn’t have computers or a computer lab, its focus on core subjects and holistic development provides a strong foundation for the students’ future educational journeys. The school’s dedication to providing a supportive and enriching learning environment positions it as a valuable asset to the community it serves. Continuous improvement and expansion are likely to further enhance the learning experiences offered.