HATAPATANA P. S.

HATAPATANA P. S. was established in 1958 and it is managed by the Department of Education. It is located in Rural area. It is located in KENDRAPARA block of KENDRAPARA district of Orissa. 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. Odia 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 2 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 Hand Pumps 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 146 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.

HATAPATANA P.S.: A Rural Primary School in Odisha

HATAPATANA P.S. is a government-run primary school located in the rural area of Odisha, India. Established in 1958, the school offers education from Class 1 to Class 5, catering to a co-educational student body. The school’s instruction medium is Odia, and it is managed by the Department of Education.

Facilities and Infrastructure:

The school boasts two classrooms, a library stocked with 146 books, and access to drinking water through hand pumps. The school also provides ramps for students with disabilities and has a boys’ and girls’ toilet facility. While the school does not have a playground, it benefits from electricity and is equipped with computers for learning. However, it lacks a boundary wall.

Academic Highlights:

HATAPATANA P.S. is a primary school, meaning it only offers education from Class 1 to Class 5. The school has a total of two teachers – one male and one female – who ensure students receive a comprehensive education.

School Meal Program:

The school provides and prepares meals for students on its premises, ensuring that their nutritional needs are met.

Community Involvement:

HATAPATANA P.S. plays an important role in the local community by providing quality education to young children. Its dedication to providing accessible education, even in a rural setting, underscores its commitment to the future of the community.

Commitment to Inclusive Education:

The school’s inclusion of ramps for students with disabilities highlights its commitment to providing an inclusive learning environment for all. This initiative showcases the school’s dedication to ensuring that every child has equal access to education, regardless of their physical abilities.

Importance of Education:

HATAPATANA P.S. plays a crucial role in empowering the future generation of the community. The school provides a foundation for academic excellence and personal development, ultimately contributing to the social and economic growth of the region.

School Profile:

• Name: HATAPATANA P.S.
• Code: 21100409202
• Location: Rural Odisha, India
• Management: Department of Education
• Establishment Year: 1958
• School Area: Rural
• Classes Offered: Class 1 to Class 5
• Instruction Medium: Odia
• School Type: Co-educational
• Total Teachers: 2
• Library: Yes
• Books in Library: 146
• Drinking Water: Hand Pumps
• Electricity: Yes
• Ramps for Disabled: Yes
• Meal Provision: Provided and Prepared in School Premises

Further Improvements:

While HATAPATANA P.S. provides a valuable service to the community, there are opportunities for improvement. The absence of a playground limits recreational activities for students, and the lack of a boundary wall poses a potential security risk. The school could benefit from further investment in resources to enhance the learning environment and provide a more comprehensive educational experience for its students.