KHERALU PRI KUMAR SCH - 3

KHERALU PRI KUMAR SCH - 3 was established in 1987 and it is managed by the Local body. It is located in Urban area. It is located in KHERALU block of MAHESANA 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 9 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 Tap Water 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 220 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 9 computers for teaching and learning purposes and all are functional. The school is having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Kheralu Pri Kumar School: A Comprehensive Overview

Kheralu Pri Kumar School, officially designated as KHERALU PRI KUMAR SCH - 3, is a government-run primary and upper primary school (classes 1-8) located in the urban area of Kheralu, Mahesana district, Gujarat. Established in 1987 under the management of the local body, this co-educational institution plays a vital role in the community’s educational landscape. The school’s commitment to providing quality education is evident in its infrastructure and resources.

The school boasts nine well-maintained classrooms, ensuring ample space for effective teaching and learning. These classrooms are supplemented by additional rooms dedicated to non-teaching activities and a separate office for the head teacher. The school’s infrastructure is further enhanced by a pucca boundary wall, providing a secure learning environment. Reliable electricity ensures the smooth operation of facilities, including a computer-aided learning lab equipped with nine computers.

Further contributing to a conducive learning environment, the school features a functional library housing 220 books, encouraging a love for reading among students. Access to clean drinking water via a tap water system addresses a basic necessity. The presence of both boys’ and girls’ toilets underlines the school’s dedication to providing inclusive sanitation facilities. A dedicated playground offers a space for recreation and physical activity, promoting holistic development.

The school’s academic program is conducted in Gujarati, reflecting the local language and cultural context. The teaching staff comprises nine teachers, including four males and five females, all dedicated to imparting quality education. The head teacher, Shrimal Kokilaben K., leads the school’s academic and administrative affairs. The school provides mid-day meals, prepared and served within the school premises, ensuring that students’ nutritional needs are met.

The school’s commitment to accessibility is highlighted by the availability of ramps for disabled students, facilitating seamless access to classrooms. This inclusivity extends to its provision of computer-aided learning, leveraging technology to enhance the learning experience. The school’s well-maintained infrastructure, combined with its dedicated staff and commitment to inclusive practices, makes it a valuable asset to the community.

Kheralu Pri Kumar School’s robust infrastructure is further enhanced by the availability of a functional playground, crucial for the physical and social development of the students. The presence of a library stocked with 220 books emphasizes the importance of reading and research in the school’s curriculum. The school’s adherence to safety and hygiene is underscored by the provision of separate, functional toilets for boys and girls.

Furthermore, the school’s use of Gujarati as the medium of instruction aligns with the local cultural context, ensuring effective communication and engagement with students. The school’s well-defined administrative structure, headed by the capable Shrimal Kokilaben K., ensures efficient management and coordination of academic and operational aspects. The dedicated team of teachers—four male and five female—showcases a commitment to diverse teaching styles and perspectives.

The provision of mid-day meals prepared on-site ensures that students receive nutritious meals, promoting better health and concentration levels, especially among those from less privileged backgrounds. The accessibility features, such as ramps for disabled students, reflect the school’s inclusive approach and its dedication to providing equal opportunities for all students. The presence of a computer-aided learning lab and a library underlines the school’s proactive embrace of technology and resourcefulness.

The school’s strategic location in an urban area ensures accessibility for students and provides them with exposure to urban resources. The existence of a functional tap water system assures the availability of clean drinking water, addressing a primary health concern. The school’s commitment to maintaining a secure learning environment is evident in its solid pucca boundary wall. The overall structure and resources available at Kheralu Pri Kumar School significantly contribute to a positive and productive learning atmosphere.

Kheralu Pri Kumar School stands as a testament to the local community’s commitment to providing quality education. Its strong infrastructure, dedicated teaching staff, and focus on inclusive practices make it an invaluable asset to the Kheralu community. The school’s dedication to improving the lives of its students through quality education, access to resources, and a supportive environment makes it a model institution.