P.P.SATEHARA

P.P.SATEHARA was established in 1993 and it is managed by the Department of Education. It is located in Rural area. It is located in KHANDOLI block of AGRA district of Uttar Pradesh. 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. Hindi 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 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 no playground. The school has a library and has 163 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.

P.P.SATEHARA: A Rural Primary School in India

P.P.SATEHARA is a government-run primary school located in the rural district of 106, state 8. Established in 1993, this co-educational school provides primary education (classes 1 to 5) to children in the local community. The school boasts a library with 163 books, accessible to students, and features a hand pump for drinking water.

The school has two classrooms and is equipped with one boys’ and one girls’ toilet. While the school has electricity, it is currently non-functional. Interestingly, despite being a rural school, P.P.SATEHARA is equipped with ramps for disabled students, promoting inclusivity in education.

P.P.SATEHARA’s educational approach emphasizes Hindi as the primary language of instruction. The school is managed by the Department of Education and has a total of three teachers, including one head teacher, Banbari Lal Sharma. The teacher roster comprises two male teachers and one female teacher.

The school offers a meal program, ensuring that students receive nourishment while attending classes. P.P.SATEHARA does not have a pre-primary section or offer higher secondary education. While the school has a library and accessible ramps, it lacks a boundary wall, a playground, and functional electricity, highlighting the need for further infrastructural improvements.

Though P.P.SATEHARA is a small, rural school, its commitment to providing basic education in a welcoming environment with accessible facilities showcases the dedication of the staff and management to serve the community. The school’s focus on inclusivity through ramps for disabled students sets a positive example for rural schools in India.

Despite the challenges of limited infrastructure, the presence of a library and a meal program highlight the school’s focus on enriching the learning experience for its students. As a government-run institution, P.P.SATEHARA plays a crucial role in providing quality education to children from the surrounding villages.

The school’s dedication to basic education, coupled with its commitment to inclusivity and the provision of necessary resources, underscores the importance of government-run institutions in ensuring equitable access to education in rural India. The school’s story is a testament to the hard work and dedication of the teachers and the positive impact they have on the lives of their students.

The presence of a school like P.P.SATEHARA, equipped with a library, drinking water facilities, and ramps for disabled students, provides hope for a brighter future for the children of the community. As the school continues to serve its students, further improvements in infrastructure and access to educational resources will undoubtedly contribute to a more enriching learning experience.