HATIPARA LPS

HATIPARA LPS was established in 1933 and it is managed by the Department of Education. It is located in Rural area. It is located in CHHAYGAON block of KAMRUP RURAL district of Assam. The school consists of Grades from 1 to 5. The school is Co-educational and it have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese 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 6 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 doesn’t 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 a playground. The school has no library and has 0 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.

Hatipara Lower Primary School: A Profile

Hatipara LPS, established in 1933, serves the rural community of Assam’s Kamrup Rural district. Managed by the Department of Education, this co-educational primary school provides instruction from Class 1 to Class 5, with an attached pre-primary section. Assamese is the primary language of instruction. The school’s location ensures accessibility via all-weather roads, making it convenient for students. The academic year commences in April.

The school infrastructure comprises a government-built facility featuring six classrooms, all in good condition, supplemented by additional rooms for non-teaching activities and a dedicated space for the head teacher. While the school boasts a playground, it currently lacks a boundary wall and electrical connectivity. However, the provision of hand pumps ensures a reliable source of drinking water for students and staff. The school also includes separate, functional toilets for boys and girls. Importantly, ramps are available to ensure accessibility for disabled children.

The school’s teaching staff consists of three male teachers, dedicated to providing quality education to its students. The mid-day meal program is implemented on-site, ensuring that students receive nutritious meals. The school’s commitment to education is evident in its established curriculum and supportive environment.

While the school currently does not have a library or computers, its focus remains on providing a strong foundation in primary education. The absence of these resources, however, presents opportunities for future development and improvement.

The school’s management actively works towards providing a conducive learning environment. The absence of a library and computer lab, alongside the lack of electricity and a boundary wall, highlight areas where future investments could significantly benefit the students and enhance the overall learning experience.

The school’s pre-primary section caters to younger children, preparing them for their formal education. The presence of a playground offers a vital space for recreation and physical activity, promoting holistic development.

The school’s commitment to inclusive education is evident in the provision of ramps for disabled children, highlighting its dedication to catering to the needs of all students. The school’s long history, dating back to 1933, reflects its enduring role in the community.

The school’s rural location underscores its vital role in providing educational opportunities to children in underserved areas. The absence of female teachers presents a potential area for future recruitment and development to further enhance the educational landscape.

The existing infrastructure, while functional, offers potential for expansion and modernization. The addition of a library, computers, and electrical connectivity could significantly upgrade the school’s facilities. The absence of a boundary wall may also be addressed in future development plans.

Hatipara LPS remains a cornerstone of its community, providing essential primary education. While the school possesses some limitations, its dedicated teachers and supportive environment strive to equip students with the knowledge and skills necessary for future success. Ongoing development and community support could further enhance this vital institution’s capacity to serve its students effectively.