PRY.VI.LAMHARA

PRY.VI.LAMHARA was established in 1964 and it is managed by the Department of Education. It is located in Rural area. It is located in MAITHA block of KANPUR DEHAT district of Uttar Pradesh. 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 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 5 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 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.

PRY.VI.LAMHARA: A Rural Primary School in Uttar Pradesh

Located in the Maitha block of Kanpur Dehat district in Uttar Pradesh, PRY.VI.LAMHARA is a government-run primary school that caters to students from Class 1 to Class 5. Established in 1964, the school serves the rural community and boasts a co-educational environment with an attached pre-primary section.

The school’s infrastructure, while basic, provides essential facilities for learning. It houses five classrooms in good condition, along with two additional rooms for non-teaching activities. A dedicated space for the headmaster/teacher further ensures efficient management. Although the school lacks a boundary wall and electricity, it features hand pumps for drinking water, ensuring a vital resource for the students.

The school’s commitment to providing a safe and hygienic environment is evident in its functional boys’ and girls’ toilets, each with one unit. Despite lacking a playground and a library, the school emphasizes a strong academic foundation, with Hindi being the medium of instruction. The school’s dedicated staff, comprising two female teachers and a head teacher named Depali Sonkar, work diligently to ensure a quality learning experience for all students.

While the school currently does not have computers or a computer-aided learning lab, it actively provides meals, ensuring that students receive nutritious food prepared on school premises.

Despite its limited resources, PRY.VI.LAMHARA stands as a beacon of education in the rural community. Its dedicated teachers, combined with a focus on basic needs, create a conducive learning environment for young minds. The school’s commitment to providing education in a safe and accessible environment makes it a valuable asset to the community, promoting knowledge and growth among its students.

Key Highlights of PRY.VI.LAMHARA:

• Location: Rural area, Maitha block, Kanpur Dehat district, Uttar Pradesh.
• Establishment: 1964
• Management: Department of Education
• Grades: 1 to 5
• School Type: Co-educational with an attached pre-primary section.
• Instruction Medium: Hindi
• Infrastructure: 5 classrooms, 2 additional rooms, headmaster/teacher room, hand pumps for drinking water, boys’ and girls’ toilets.
• Staff: 2 female teachers, 1 head teacher (Depali Sonkar).
• Features: Provides meals prepared on school premises.

Looking Ahead:

As PRY.VI.LAMHARA continues to serve the community, its future development will depend on access to additional resources. Potential improvements include the construction of a boundary wall, installation of electricity, and the acquisition of computers and a library. Such investments would further enhance the school’s capacity to provide a holistic educational experience for its students, empowering them to reach their full potential.