GLPS SANGANNANA KERE

GLPS SANGANNANA KERE was established in 1969 and it is managed by the Department of Education. It is located in Rural area. It is located in SAGAR block of SHIVAMOGGA 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 3 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 No Boundary Wall 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 no playground. The school has a library and has 333 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 SANGANNANA KERE: A Rural Primary School in Karnataka

Nestled in the heart of Karnataka, GLPS SANGANNANA KERE is a government-run primary school serving the rural community. Established in 1969, the school provides education for children from Class 1 to Class 5, offering a comprehensive learning experience within its three classrooms.

The school prioritizes a co-educational environment, ensuring equal access to education for all children. With two dedicated female teachers, GLPS SANGANNANA KERE provides a nurturing environment for learning. Instruction is conducted in Kannada, the local language, fostering a strong sense of cultural identity among the students.

Despite being situated in a rural area, the school boasts a well-equipped library, housing an impressive collection of 333 books. The library serves as a valuable resource for students, encouraging a love of reading and expanding their knowledge horizons. However, the school lacks a boundary wall, potentially posing safety concerns for the students.

Despite the lack of a playground, the school provides a meal program where food is prepared and served on-site. This ensures that students have access to nutritious meals, supporting their overall well-being and academic performance. The absence of a playground underscores the need for investment in physical infrastructure to provide students with opportunities for recreational activities and physical development.

The school’s commitment to accessibility is limited, as it lacks ramps for students with disabilities. The lack of ramps can be a significant barrier for students with mobility challenges, highlighting the need for inclusive infrastructure improvements.

Interestingly, the school’s academic offerings extend beyond the primary level, with the curriculum encompassing instruction for students up to Class 10. While the school does not offer pre-primary education, it provides a comprehensive foundation for students entering the secondary education system.

GLPS SANGANNANA KERE’s location in a rural area underscores the importance of providing quality education to children in underserved communities. The school’s dedication to providing a quality education through dedicated teachers, a well-stocked library, and a meal program demonstrates its commitment to student success. However, the lack of a playground and accessible infrastructure highlights the need for further investment in the school’s physical environment.

As GLPS SANGANNANA KERE continues to serve its community, addressing these infrastructure gaps will be crucial in creating a more inclusive and enriching learning experience for its students. By investing in the school’s development, the community can ensure that all children have the opportunity to thrive academically and personally.