PS KATARA KALINGER

PS KATARA KALINGER was established in 1963 and it is managed by the Department of Education. It is located in Rural area. It is located in NARAINI block of BANDA 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 No Boundary Wall 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 162 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.

PS KATARA KALINGER: A Rural Primary School in Uttar Pradesh

PS KATARA KALINGER, a government-run primary school in Uttar Pradesh, stands as a beacon of education for the local community. Established in 1963, the school caters to students from grades 1 to 5, offering a co-educational learning environment. Situated in a rural area, it plays a crucial role in providing quality education to the children in the Naraini block of the Banda district.

The school building, owned by the government, boasts four classrooms in good condition. These classrooms are equipped to facilitate effective learning. The school also has two additional rooms dedicated to non-teaching activities, ensuring a well-rounded learning experience for the students. Furthermore, the school has a separate room for the headmaster/teacher, demonstrating a commitment to administrative efficiency.

Despite being located in a rural setting, the school has access to electricity. The source of drinking water for the students is through hand pumps, ensuring their hydration needs are met. The school has one functional boys’ toilet and one functional girls’ toilet, promoting hygiene and sanitation within the school premises.

The school’s dedication to providing comprehensive education is further evident in its library. Equipped with 162 books, the library serves as a resource center for the students. The library’s presence underscores the school’s belief in fostering a love for reading and learning among its students.

The school’s commitment to inclusivity is evident in its provision of ramps for disabled children to access classrooms, ensuring an equitable learning environment for all. While the school currently does not have computers for teaching and learning purposes, the presence of a dedicated library and access to electricity indicates a future potential for incorporating digital learning methods.

PS KATARA KALINGER takes pride in offering a mid-day meal program. The school prepares the meal on its premises, ensuring that students receive nutritious food throughout the day. This initiative addresses the issue of hunger and promotes better concentration and academic performance.

The school’s academic environment is characterized by a strong focus on Hindi as the medium of instruction. The school employs four teachers, including two male teachers and two female teachers, who are dedicated to providing a supportive and stimulating learning experience for the students.

PS KATARA KALINGER stands as a testament to the importance of accessible and inclusive education in rural communities. The school’s dedicated teachers, well-maintained facilities, and commitment to providing a nourishing mid-day meal create a conducive learning environment for the students. The school’s future development may see the integration of digital learning methods and further enhancements to the school’s infrastructure, enabling it to continue its valuable role in shaping the future of its students.