PRY.SCH. KHUTEPUR

PRY.SCH. KHUTEPUR was established in 2012 and it is managed by the Department of Education. It is located in Rural area. It is located in BHARKHANI block of HARDOI 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 4 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 But Broken 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 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 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.

PRY.SCH. KHUTEPUR: A Look at a Rural Primary School in Uttar Pradesh

Located in the BHARKHANI block of HARDOI district in Uttar Pradesh, PRY.SCH. KHUTEPUR is a government-run primary school that caters to students from Grades 1 to 5. Established in 2012, the school plays a crucial role in providing quality education to children in the rural community.

The school operates as a co-educational institution, welcoming both boys and girls, and boasts a total of 4 classrooms for educational purposes. Each classroom is well-maintained and conducive to learning. Additionally, the school has 2 other rooms dedicated to non-teaching activities. The school building itself is a government structure, featuring a Pucca But Broken boundary wall, indicating a need for repair and maintenance.

Despite its rural location, PRY.SCH. KHUTEPUR is equipped with essential amenities. The school has a reliable electricity supply and utilizes hand pumps as the source of drinking water, ensuring access to clean water for both students and staff. The school also provides a mid-day meal to its students, ensuring their nutritional needs are met during the school day.

Focusing on the learning environment, PRY.SCH. KHUTEPUR prioritizes technology integration. It has 2 functional computers, facilitating computer-aided learning, and a library, although currently containing no books. While a playground is absent, the school has two separate restrooms for boys and girls, ensuring adequate sanitation facilities.

Regarding the teaching staff, the school has a total of 2 teachers, all male, and Hindi serves as the medium of instruction. While a pre-primary section is not available, the school prioritizes accessibility with ramps for disabled students.

Although the school lacks a dedicated head teacher, its management falls under the Department of Education. The school’s location is considered rural, but it is approachable by road, making it easily accessible for students and staff. The academic year commences in April, following the standard school calendar.

While PRY.SCH. KHUTEPUR faces challenges, such as the need for library resources and a playground, its dedication to providing quality education and its commitment to utilizing technology stand as testaments to its efforts in uplifting the local community.

This article provides a snapshot of PRY.SCH. KHUTEPUR, a rural primary school in Uttar Pradesh. The school’s facilities, resources, and teaching practices highlight its commitment to providing a conducive learning environment for children. However, there is room for improvement in areas such as library resources and the inclusion of a playground. Continued investment and development in these aspects would further enhance the school’s ability to nurture young minds and contribute to the overall development of the community.