PRI. V. LUDHWA KHERA

PRI. V. LUDHWA KHERA was established in 1989 and it is managed by the Department of Education. It is located in Rural area. It is located in KALYANPUR block of KANPUR NAGAR 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 10 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 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 a library and has 174 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.

PRI. V. LUDHWA KHERA: A Government Primary School in Uttar Pradesh

PRI. V. LUDHWA KHERA is a government-run primary school located in the KALYANPUR block of the KANPUR NAGAR district in Uttar Pradesh. Established in 1989, the school serves students from grades 1 to 5 and is co-educational, welcoming both boys and girls.

The school prioritizes education in the Hindi language and is situated in a rural area. It offers a safe and conducive learning environment with 10 classrooms, ensuring adequate space for instruction. These classrooms are well-maintained and equipped for educational activities.

Learning and Recreation:

In addition to the classrooms, PRI. V. LUDHWA KHERA boasts a playground where students can engage in physical activity and social interaction. The school also houses a library with 174 books, providing a valuable resource for students to explore their curiosity and enhance their reading skills.

Infrastructure and Facilities:

The school building is constructed with a durable pucca boundary wall, providing a secure and well-defined space for the students. However, it lacks access to electricity, which could pose a challenge for certain learning activities and evening classes.

To address the need for clean water, the school has installed hand pumps, ensuring a reliable source of drinking water for students and staff. The school prioritizes hygiene and sanitation with one functional boys’ toilet and one functional girls’ toilet.

Supporting a Diverse Student Body:

PRI. V. LUDHWA KHERA is committed to creating an inclusive learning environment. Ramps for disabled children are available to ensure access to classrooms for all students. The school also provides mid-day meals, prepared in the school premises, ensuring that all students receive a nutritious meal and are prepared for effective learning.

A Focus on Quality Education:

The school employs a total of six teachers, including one male teacher and five female teachers. They are dedicated to providing quality education to the students, ensuring that they receive the necessary knowledge and skills for their academic journey.

Community Engagement:

PRI. V. LUDHWA KHERA plays a crucial role in the local community by providing quality education to children. The school’s focus on providing a safe and conducive learning environment, along with the commitment to inclusivity, underscores its commitment to empowering young minds and contributing to the overall development of the community.

Future Aspirations:

While PRI. V. LUDHWA KHERA has made significant strides in providing a quality education, the lack of electricity presents a potential barrier to further development. Access to electricity would enable the school to implement technology-aided learning initiatives, further enhance the learning experience, and create a more dynamic and engaging educational environment for the students.