GLPS CHATTENA HALLY was established in 1957 and it is managed by the Department of Education. It is located in Rural area. It is located in NAGAMANGALA block of MANDYA district of Karnataka. 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. Kannada 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 4 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 a library and has 1410 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 and Prepared in School Premises providing mid-day meal.
GLPS CHATTENA HALLY: A Rural Primary School in Karnataka
GLPS CHATTENA HALLY is a government-run primary school located in the rural area of Karnataka, India. Established in 1957, the school offers education from Class 1 to Class 5, catering to students in the surrounding community. It has a strong infrastructure with four classrooms, one boy’s toilet, and one girl’s toilet. The school also boasts a library with a collection of 1410 books, a playground for recreational activities, and a pucca wall for security and weather protection.
The school prioritizes the well-being of its students by providing electricity and ramps for disabled individuals. Although drinking water facilities are currently unavailable, the school actively works to ensure students have access to meals provided and prepared within the school premises.
GLPS CHATTENA HALLY operates as a co-educational institution, providing equal opportunities for boys and girls. Instruction is conducted in Kannada, the primary language of the region. Currently, the school has two teachers, one male and one female, working together to deliver quality education.
The school functions under the Department of Education, adhering to established educational guidelines and standards. The school’s commitment to providing quality education is reflected in its academic title, “Primary with Upper Primary (1-8).” However, the school currently does not offer pre-primary sections and does not have a designated head teacher.
While the school is not residential, it plays a crucial role in the local community by providing access to primary education for children in the surrounding rural area. Its focus on student well-being and its commitment to providing a safe and conducive learning environment make it a valuable resource for the community.
GLPS CHATTENA HALLY is an example of a government-run primary school striving to provide quality education to children in rural areas. The school’s dedication to its students and its commitment to providing a safe and supportive learning environment makes it a vital part of the community. The school’s commitment to educational excellence and its focus on the well-being of its students positions it as a valuable asset in the community’s journey towards progress and development.
The school’s location in the rural area of Karnataka, its focus on Kannada instruction, and its dedication to providing a supportive learning environment contribute to its relevance and importance in the local community. The school’s efforts in providing access to quality education and promoting student well-being are commendable and serve as a model for other rural primary schools in India.
GLPS CHATTENA HALLY serves as a testament to the commitment of the Department of Education to providing educational opportunities to children in rural areas. The school’s ongoing efforts to improve its facilities and resources are a testament to its dedication to the betterment of the community and its commitment to the success of its students.
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