PDST Primary Forbairt Initiatives 2017 2018

1
Tionscnaimh Forbairt (Bunscoile) 2017/2018
Forbairt
Initiatives
(Primary)
2017 – 2018

2
Fáilte romhaibh: Seo chugaibh leabhrán Forbairt 2017/2018 a léiríonn
scoth na hoibre a rinneadh sna pobail foghlama atá againn mar chuid
den chlár Forbairt. Welcome to our book showcasing the work of the
Forbairt schools for the 2017-2018 year. We would like to acknowledge
the wonderful work that has been undertaken by all the schools
involved in their initiatives.
We would also like to acknowledge the tremendous support of the
dedicated group of Leadership Associates around the country for their
commitment to the programme and without whom the Action
Learning Community meetings could not work as successfully as they
do. Please accept our heartfelt thanks for supporting us in this work –
ní neart go cur le chéile!
As we come to the end of this journey for our Forbairt group this year,
we wish you all well in all you do to further your leadership and that of
your colleagues. We know that for many of you this is just another step
along the way as you strive to provide a rich educational experience for
the children in your schools – mol an óige agus tiocfaidh sí!
Finally, we wish to offer our sincere thanks to Eileen McNamee, Linda
Hogan and the administration staff of Clare Education Centre. Their
support of the PDST Leadership programmes ensures their smooth
delivery throughout the year. – Go raibh mile maith agaibh ar fad!
Nuala Taaffe, Nóirín O’Connor, Joanne Bowers, Kathleen O’Shea,
Máire Nic an Fhailghigh, Laura Horgan, Bernard McHale, Máire
Regan-Walsh, Ann McHugh agus Pól Mag Lionáin.

3
Clár/ Contents
Darley National School Providing effective feedback to pupils.....................................................................................6
Gaelscoil Phort Láirge Cruinneas na Gaeilge................................................................................................................8
Carriganima N.S. Anti Bullying Policy ........................................................................................................................11
Ray National School Shared Education and Oral language .........................................................................................13
Gaelscoil Eoghain Uí Thuairisc Foghlaim Fónaice agus an Litriú..................................................................................16
St. Joseph’s National School Developing Gaeilge Neamhfhoirmiúil............................................................................17
Claregalway Educate Together Literacy Lift Off and Guided Reading ........................................................................19
St. Columbanus’ National School Implementation of the Primary Language Curriculum ............................................22
Rathoe National School Movement through the school............................................................................................25
Scoil Chaoimhín Naofa A collaborative model of reviewing the “Plean Scoile”...........................................................27
Scoil Mhuire Fatima Be in line on time ......................................................................................................................31
Scoil Réalt na Mara Rotation within the context of a three-teacher school................................................................33
Scoil Carmel Literacy Support....................................................................................................................................36
Spa National School Effective Communication and a Mindset of Shared Leadership.................................................38
St. Brendan’s N.S. Blennerville Distribution of leadership..........................................................................................43
St. Eunan’s N.S. Assessment......................................................................................................................................46
St. Colman’s B.N.S. Building Bridges of Understanding ..............................................................................................48
Wexford Educate Together National School Effective Spelling Strategies ..................................................................50
Ennis National School Developing Leadership Capacity.............................................................................................53
Gaelscoil Bhaile Munna Múineadh Fóirne .................................................................................................................58
Kildysart N.S. Health Promoting Schools Project.......................................................................................................60
Scoil Maodhóg Improving Word Problems Solving Skills ...........................................................................................64
St Colmcille’s Gainstown Homework who cares?......................................................................................................66
St. Edward’s N.S. Positive Relationships ....................................................................................................................70
Donoughmore NS Implementation of Small Group Literacy Instruction ....................................................................73
Monkstown Educate Together NS: Promoting Wellbeing .........................................................................................76
St Patrick’s NS, Handwriting: From scribblers to scribes ............................................................................................79
Whitehall National School Professional Training in the Applied use of Mindfulness...................................................81
Harold’s Cross National School Development and Use of the School Website...........................................................84
S.N. na h-Aille A Model For Curricular Assessment. ...................................................................................................88
Holy Trinity NS To Develop Digital Learning Plan ......................................................................................................90
Killocrim N.S The New S.E.N. Model .........................................................................................................................92
S. N. na Carraige Assessment of and for Learning ......................................................................................................94
Scoil Ide, Clondalkin Managing Difficult Behaviour as a Whole School ......................................................................98
Scoil Iósaf Leading Literacy in 4th
to 6th
class through teacher collaboration............................................................100

4
Scoil Niocláis Promotion of dialogue around teaching and learning.........................................................................103
St Mary’s N.S. Drumlea Developing Teacher Leadership Skills with a Focus on ICT as a tool.....................................106
Scoil Mhuire na nGrást Station Teaching in Maths..................................................................................................109
Stokane NS Play in School .......................................................................................................................................111
Donabate/Portrane Educate Together Leading a School Community Towards 21st
Century Homework...................113
Brackloon NS Establishing a School website ............................................................................................................115
Scoil Mháirtín, Local History....................................................................................................................................120
St John the Baptist NS Enhancing school dialogue by updating our homework policy .............................................125
St. Laurence O’Tooles Junior Boys School Play & Celebration of Success.................................................................127
Scoil Chrochan Naofa Peer tutoring Initiative..........................................................................................................129
St. Oliver’s N.S, Drogheda Mental Wellness/Building Resilience in Children.............................................................132
Gaelscoil Ros Eo Scéim Meantóireacht Ionduchtú don Scoil ...................................................................................136
Gaelscoil Mhainistir Na Corann Cumarsáid Oscailte agus Dearfach a chruthú idir pobal na scoile ............................138
Gaelscoil Bhrian Bóroimhe Machnamh Gairmiúil agus Piar-bhreathnóireacht ........................................................140
Scoil Bhríde Planning and Leading Assemblies.........................................................................................................144
Our Lady of Mercy NS Integration of new ASD class ...............................................................................................148
Kilcummin N.S. Coaching/ Peer Coaching Initiative.................................................................................................151
Scoil Mhuire, An Uaimh Aistear in Infant Classes.....................................................................................................155
Scoil Padre Pio Developing our curricular planning.................................................................................................159
Scoil Náisiúnta na Croise Naofa Incredible Years .....................................................................................................164
Kolbe Special School Developing new language curriculum .....................................................................................167
St. Eithne’s GNS Improving pupils’ oral language and communication skills............................................................169
Knockrooskey N.S Spelling Initiative........................................................................................................................172
Convent Primary School, Newport Time for Action..................................................................................................175
Whitecross N.S. Assembly Initiative.........................................................................................................................179
St.Ita’s Special School Fostering positive lifelong outcomes for SEN students ..........................................................181
Drumoghill NS Oral Language and shared education ..............................................................................................184
St Riaghan`s NS, Assessment for learning ...............................................................................................................186
St Garvan’s NS Developing a school vision and mission statement. .........................................................................189
Kilbride National School SSE Gaeilge .......................................................................................................................191
Broadford N.S. Streamlining Literacy in our School.................................................................................................193
St Mary’s Junior School Review of In School Management & School Ethos ..............................................................197
Glenageary Killiney N.S. Yearly Road Map ..............................................................................................................200
Coolard NS To Examine School Mission Statement/Motto.......................................................................................202
St. Michael’s NS Exploring the benefits of giving feedback to pupils .......................................................................204
Salesian Primary School: Aistear..............................................................................................................................206

5
Scoil an Bhaile Nua Feabhsú na Gaeilge sa scoil......................................................................................................211
Scoil Chearbhaill Uí Dhálaigh Scéim Scríbhneoireachta sa Ghaeilge ........................................................................215
Gaelscoil Chill Mhantáin Athbhreithniú an Phlean Scoile.........................................................................................217
© PDST 2018
Cuirtear an saothar seo ar fáil faoi théarmaí Creative Commons Attribution Non-Commercial Share Alike 3.0
International https://creativecommons.org/licenses/by-sa/3.0/ie Is féidir úsáid agus athúsáid saor in aisce a bhaint
as an ábhar seo (seachas íomhánna agus siombailí) in aon fhormad nó meán, faoi théarmaí Cheadúnas
Neamhthráchtála Share Alike Creative Commons Attribution

6
Darley National School Providing effective feedback to pupils
Title of Project:
Providing effective feedback to pupils and parents in oral and written form.
Brief description of project:
A whole school approach to provide pupils and parents with meaningful, effective feedback in the area of writing
across the genres. The aim of the project is to provide feedback which will have the purpose of giving the
stakeholders the tools to improve and enhance their work.
Context of your school and of the project:
Our school has 4 mainstream teachers, one part time special education teacher, a teacher for our special education
class for hearing impaired and deaf pupils and two special needs assistants. Enrolment in the school has been
steadily increasing year on year. Although based in an urban setting, many of the pupils attending the school are from
rural areas. Enrolments in 2017 included many pupils for whom English is a new language as well as two pupils with
considerable special needs.
Reasons for selecting this area of development:
1. The evidence provided by Prof. John West Burnham that effective feedback may provide pupils with a +9
month educational gain, in one year.
2. Research by Prof. James Pennebaker, University of Minnesota, on the effectiveness that carefully presented
feedback can have on students.
3. Whole staff discussion on the area of providing feedback and the ineffectiveness of comments written in
class work copies/ homework diaries/reading record cards or provided at parent teacher meetings.
4. The need for all staff to have a common bank of language/phrases for providing feedback.
5. To have a common school approach when providing feedback.
Desired outcomes:
1. To establish a workable, whole school approach to providing feedback.
2. To have CPD for all staff members in the area of providing effective feedback.
3. To use the WILF and WALT approach to set targets and narrow feedback in relation to the targets set.
4. Through modelling and monitoring, pupils would develop the skills to self assess and provide themselves with
effective feedback. (2stars & 1 wish)
5. To sustain the common approach and provide pupils with the skills to empower and mentor others.
Steps involved in leading and implementing this project:
1. Principal and Deputy Principal engaged with staff to see how, we as a school provide effective feedback, what
is effective feedback and how it can be implemented more effectively within the school.
2. Feedback was collected from staff members on the benefits of implementing this project throughout the
school.
3. After conducting research various methodologies and tips for providing pupils with effective feedback were
identified.
4. After staff discussion, feedback methods/tips were agreed for implementation by all staff. These were:
(A) Keep feedback as specific as possible- what exactly was done well and what may still be needed.
(B) Use the feedback sandwich method- compliment, correct, compliment.

7
(C) Provide feedback as early as possible.
(D) Feedback should be orientated around a specific achievement that the student is working towards.
(E) Present feedback carefully being sensitive toward the individual needs of each pupil.
(F) Involve the learners in the process. In mastering a skill, pupils need to know what strategies they are
doing correctly and what methodologies they require to develop the skill further.
5. A bank of vocabulary and an agreed whole school approach was developed.
6. Whole school CPD to be arranged to provide staff members with training in this area.
7. To make the implementation of the project workable, a stepped approach is being used and a cohort pupils
were identified to begin the project with.
Monitoring of actions and keeping momentum of project:
1. Providing effective feedback was a regular topic on the staff meeting agenda.
2. Informal discussion, break time / lunchtime, by staff at the end of a lesson where the project methodologies
were used.
3. Regular feedback from pupils on what they found positive/negative from the feedback they received.
4. Sharing of written projects among staff- highlighting the development of the skill and/or improvement shown
as a result of the feedback.
5. Discussion with parents at parent/teacher meetings.
6. Provision of praise and feedback to staff members by the principal/deputy principal to encourage
momentum and engagement in the project.
7. Assessing progress in pupils’ written tasks by using pupils’ hardback writing books as an assessment tool,
which will gauge the effectiveness of the implementation of the project.
Evaluation of Initiative:
Evaluating the initiative is challenging given that there are no tangible assessment tools available to measure success.
Evaluation and success will be measured by
1. Monitoring pupils written tasks with specific attention given to the development of skills as a result of effective
feedback.
2. Feedback from pupils.
3. Feedback from teachers.
4. Feedback from parents.
5. Motivation of staff and empowering staff to undertake key leadership roles in the implementation of this
project.
Leadership Development:
The Principal and Deputy Principal had the key role in Leading Learning. By modelling, mentoring and dialogue, staff
members were empowered to take on key leadership roles in the implementation of the project.
The project highlighted the collaboration of staff and the positive school culture which exists within the Darley NS.

8
Gaelscoil Phort Láirge Cruinneas na Gaeilge
Ainm na Scoile: Gaelscoil Phort Láirge
Teideal an Tionscnaimh: Cruinneas na Gaeilge i dTimpeallacht na Scoile a Fheabhsú agus béim ar Ghaeilge sa Chlós
Cur síos gearr ar an dtionscnamh: Beimid ag díriú agus ag cur béime ar chruinneas na teanga timpeall na scoile, ag tosú sa
chlós. Cnuasach frásaí ginearálta, bunúsach a chur le chéile, le cinn simplí do na Ranganna Naoínán, ag éirí níos deacra ag gach
leibhéal. Beimid ag cur leo i rith na bliana.
Comhthéacs na scoile agus comhthéacs an tionscnaimh:
Is Gaelscoil muid, ar imeall na Cathrach, le 215 dalta. Is í an Ghaeilge gnáththeanga na scoile. Le tamall fada anuas, tá frustrachas
ag baint leis an méid botún atá le cloisint ó na páistí d’ainneoin ár n-iarrachtaí sna seomraí ranga. Tá scéim dearfach i bhfeidhm
chun na páistí a mhealladh an Ghaeilge a úsáid ach ní bhraithimid go bhfuil an cruinneas ann. Cé go mbíonn gach múinteoir ag
déanamh a dhíchill, níl an caighdeán sásúil do Ghaelscoil.
Cúiseanna ar roghnaíodh an topaic seo: Tagann an t-ábhar agus an fhadhb seo chun solais go rialta ag na cruinnithe, agus á
phlé arís le déanaí, theastaigh ó na múinteoirí go léir roinnt frásaí a chur le chéile a bheadh in oiriúint agus úsáideach do
ghnáthshaol na bpáistí –an teanga a bhíonn uathu chun cumarsáid cruinn, iomlán a bheith acu eatarthu féin. Ionas go bhfuil gach
ábhar sa scoil seo – seachas an Bhéarla – ag braith ar chruinneas agus tuiscint na Gaeilge, bhraitheamar go raibh sé fíor-
thábhachtach tabhairt faoin dtionscadal seo. Caithfidh gach múinteoir an teanga oiriúnach a thabhairt do na páistí ionas go
mbeidh siad in ann cluichí clóis a imirt le muinín as Gaeilge.
Torthaí ar mhaith libh a bhaint amach: Ba mhaith linn go mbeadh níos mó Gaeilge le cloisint timpeall na scoile agus go
mbeadh cruinneas agus saibhreas teanga le cloisint.
Beidh gach múinteoir ag múineadh foclóir áirithe nua agus ag dul siar ar an bhfoclóir atá acu cheana féin.
Ag tionól na maidine, beidh an príomh oide ag díriú ar teanga nó frásai áirithe, m.sh. rainn scipeála: Teidí Béar; Eanáir, Feabhra…
Beidh na rainn seo foghlamtha agus cleachtaithe ag gach rang roimh ré. Beimid ag díriú ar rann nó dhó gach seachtain.
Tá súil againn go dtabharfaidh múineadh na bhfrásaí seo níos mó muiníne do na páistí, á spreagadh chun an Ghaeilge a labhairt
níos mó as a stuaim féin.
Táimid ag iarraidh freagracht a spreagadh i ngach múinteoir chun an Ghaeilge sa scoil seo a fheabhsú ar son na scoile, anois agus
sa todhchaí. Go mbeimid go leir oscailte agus toillteannach éisteacht le tuairimí agus smaointí a chéile, agus go mbraithfidh gach
múinteoir páirteach sa tionscadal. Tá sé an-tábhachtach don tioncnamh seo go mbeidh comhoibriú ar siúl eadrainn.
Ceannaireacht i gcur i bhfeidhm an tionscnaimh seo – na céimeanna:
Bhí cruinniú foirne leis an bhfoireann iomlán - roinnte i ngrúpaí ar dtús le tubsmaointeoireacht ar siúl. Ansin, thángamar ar ais le
chéile agus phléamar na tuairimí go léir. Chuireamar plean gnímh le chéile, ag díriú ar na smaointí a bhí réalaíoch dúinn mar
scoil.
Bhailíomar roinnt achmhainní a bheadh ag teastáil uainn chun na straitéisí a chur i bhfeidhm.
Shocraíomar ar na hachmhainní a scaipeadh ag an gcéad chruinniú eile, ar an 12ú Nollag. Bhí sé ar intinn againn plean píolóta a
thosú i mí Eanáir ar feadh 6 seachtaine, go dtí an briseadh leath-téarma.
Monatóireacht gníomhaíochtaí agus dul chun cinn:

9
Bhí monatóireacht neamhfhoirmiúil ar siúl agus na rainn á dhéanamh againn le chéile ag tionól mar scoil iomlán. Bhí
monatóireacht foirmiúil ar siúl ag gach múinteoir i rith na gcluichí clóis lasmuigh agus iad ar dualgas clóis. Bhí seicliostaí
oiriúnacha againn chun measúnú a dhéanamh. Ionas go raibh an teanga oiriúnach múinte ag an bpointe sin, tugadh muinín
dogach páiste agus ní amháin go raibh níos mó Gaeilge le cloisint timpeall na háite, ach bhí sí níos cruinne. Bhí gach uile
múinteoir an-dearfach ar fad agus tugadh faoi deara go raibh an-dul chun cinn taobh istigh de tréimhse cuíosach gairid. Ní raibh
aon fhadhb againn. Bhíomar in ann suim na bpáistí agus fuinneamh na múinteoirí a choimeád suas trí é a choimeád réalaíoch
agus gan an iomarca a bheith á thriail againn ag aon am amháin. Dheineamar cinní mar fhoireann maidir leis na frásaí a bhí le
múineadh agus na haidhmeanna a bhí uainn. Ansin, phléigh na múinteoirí na cluichí agus an teanga áirithe a bheadh ag teastáil
chun iad a imirt leis na páisti i ngach rang. Cuireadh tuairimí na bpáistí leis an gcnuasach agus leis an seicliosta.
Tar éis cúrsaí a phlé le chéile, d’athraíomar an rud a bhí ar intinn againn ar dtús, go dtí rud éigin níos cúinge, níos simplí. Seachas
é sin, cheapamar go mbeadh an monatóireacht dodhéanta agus an tionscadal róleathan.
Measúnú Tionscnaimh:
Tá difríocht an-soiléir timpeall an chlóis, ag éisteacht leis an gcumarsáid atá ar siúl idir na páistí. Tá frásaí oiriúnacha agus cruinn
le cloisint ó na páistí go léir, pé cluiche a bhíonn ar siul acu.
Mheasamar éifeacht an tioncnaimh trí suirbhé a dhéanamh leis na páistí agus aiseolas a fháil ó na múinteoirí.
Braithimid go raibh comhoibriú iontach ar siúl idir na múinteoirí. Chabhraigh sé leis na múinteoirí nua ach go háirithe, a dtuairimí
a phlé. Thug sé seans dúinne an cheannaireacht a dháilt agus a thaispeáint don bhfoireann go bhfuil muinín againn as a chéile
agus meas ar a chéile.
D’éirigh linn na spriocthorthaí réamhbheartaithe a bhaint amach ach tá sé ar intinn againn cur leis an gcnuasach frásaí atá curtha
le chéile nuair is gá.
An t-aon rud diúltach a dtugamar faoi dear ná go raibh sé deacair do na tuismitheoirí a bheith páirteach toisc nach bhfuil mórán
Ghaeilge ag an-chuid acu.
Níor thuigeamar go mbeadh an méid céanna spraoi ag baint leis an tionscnamh, ó thaobh páistí agus múinteoirí de, go háirithe ag
tionól na maidine agus i rith ama chorpoideachais.

10
Forbairt Cheannaireachta:
Ceapann an bheirt again go bhfuil feabhas tagtha ar ár gcumais cheannaireachta de bharr an tionscnaimh seo, cinnte. Bhí orainn
éirí níos fearr le húdarás agus cúramaí éagsúla a thiomnú do dhaoine eile ar an bhfoireann. Bhí an gaol eadrainn i gcónaí go
maith ach thug an tionscadal seo seans – agus leithscéal! – dúinn níos mó ama a chaitheamh le chéile agus díriú ar chúrsaí
tabhachtacha scoile, ag láidriú an ghaol sin. Bhí sé go hiontach bheith in ann am a chaitheamh le chéile go sóisialta le cinnirí ó
scoileanna eile.
D’fhoghlaimaíomar go bhfuil sé an-thábhachtach mionchéimeanna a thógaint, agus deis a thabhairt do ghach duine ar an
bhfoireann - agus do na daltaí - a dtuairimí a chur i láthair agus a phlé. Bhíomar ag tosnú le haidhmeanna níos leithne ach bhi sé
soiléir luath go leor go rabhamar ag iarraidh an iomarca a dhéanamh go róthapaidh.
Phléamar an plean ar dtús leis an bhfoireann go léir. Ansin chuireamar acmhainní le chéile agus bhí aon mhúinteoir a raibh breis
eolais nó scileanna áirithe/níos mó taithí acu sásta ceachtanna samplacha a mhúineadh do ranganna nó don ghrúpa féin. Pléadh
na cluichí éagsúla leis na páistí agus moladh dóibh a smaointí féin a chur i láthair. Ansin chuireamar aon rud nua leis an bplean
agus déanadh liosta de frásaí oiriúnacha do ghach rang, ó Naíonáin go R6. Chuireamar scéim píolóta ar siúl ar feadh tréimhse
agus múineadh an teanga do na páistí trí chluichí. I ndiaidh na scéime sin, déanadh monatóireacht fhoirmiúil agus
neamhfhoirmiúil sa chlós agus timpeall na scoile.
Níor tháinig aon cheannaire nua chun solais ach bhí an-chuid comhoibriú le feiscint agus dearcadh dearfach le braith.
Thug an tionscadal seo deis do na múinteoirí nua ar an bhfoireann iad féin a bhraith páirteach agus tábhachtach i bforbairt na
scoile.
Ionas go raibh múinteoirí nua tagtha ar an bhfoireann ag tús an tionscnaimh seo, thug sé seans do gach duine éirí níos compórdaí
lena chéile. Anois, roinneann gach duine a dtuairimí go hoscailte leis an ngrúpa, m.sh. i gcruinniú foirne, agus braithimid go leir
muiníneach smaointe nua nó réitigh faidhbe a mholadh agus a phlé.
Is scileanna traschuraclaim iad seo go léir agus in úsáid againn ó thús na tioncnaimh seo, go háirithe an mheantóireacht agus an
dea-shampla a thaispeáint.

11
Carriganima N.S. Anti Bullying Policy
Title of Project: Upgrading and Enhancement of Current Anti Bullying Policy
Brief description of leadership initiative:
 The updating of anti-bullying in line with department of education guidelines and recognised best practice.
 Increase awareness of the issue of bullying in the school population and wider school community.
 How to deal effectively with a situation of bullying inside and outside the school environment.
Context of your school and of the leadership initiative:
Carriganima N.S is a small mixed rural school with an enrolment of 21 based in the parish of Clondrohid, Macroom, Co.Cork. The
school has two mainstream teachers and one learning support teacher. The school has recently built two s.e.t rooms. Students
mainly come from the Carriganima and Macroom area and from a broad range of socio-economic and ethnic backgrounds.
The school’s anti bullying policy has not been updated since 2014 and in that short space of time new forms of bullying has been
emerging that our policy has not planned for such as online bullying.
Reasons for selecting this area for development:
 Through discussion and debate amongst the teachers this topic was highlighted as an area that needed modernising and
reassessment.
 There was a need to update the school’s anti bullying policy to take account of new forms of bullying.
 The need for staff to up skill and be familiar with best practise in this area.
 To highlight new forms of bullying especially online bullying amongst the school population, staff and wider school
community.
 To discover what agencies and resources are available to staff.
 Current school policy was not robust enough to deal with the changing landscape of bullying. The policy was no longer an
aid to staff.
 To deal effectively with bullying that may take place outside the school
Desired outcome(s):
 To have an up to date policy to deal with new forms of bullying.
 That staff know what their obligations are in relation to bullying.
 To effectively deal with online bullying.
 Build up a new resource bank of information in this area.
 That staff engage effectively with new techniques and strategies
 All staff would have a say in the drafting and formulating of a new anti-bullying policy.
 To get feedback from children and parents to create an accurate picture of the size of this issue in our school.
 For staff, pupils and parents to know what supports are available in the school when they encounter bullying.
Steps involved in leading and implementing this leadership initiative:
 Staff members discussed what areas of policy needed urgent improvement during the school year and as a result this topic
was chosen.
 While meeting our forbairt co-ordinator, we were advised to narrow down the project to a smaller range of options.
 Before and during the project staff members attended courses on anti-bullying.
 Staff meeting were held where leaders presented their findings and new knowledge from courses. Teachers discussed how
these new strategies could be implemented and adapted to fit our school environment.
 Staff members who went on training courses modelled and demonstrated how to use templates and highlighted new
forms of bullying and how to identify it.
 Students drew up an anti-bullying charter.
 Local member of the Garda Siochana gave a talk to parents and students about appropriate use of the internet.
Monitoring of actions and keeping momentum of the leadership initiative:
 During the process staff meetings were held in which members of staff gave their views and advice on the direction of the
project.
 Anecdotal evidence was given by staff members to leaders. This was used to gauge the success of certain aspects of the
project.
 Questioning and monitoring of pupil and parent feedback was undertaken to examine has their level of awareness of the
issue increased.
 Leaders did role play for staff at team meetings to model and guide how to deal with certain scenarios such as cyber
bullying.

12
 During staff meetings areas associated with online bullying came up regularly. This feedback shaped the main body of work
of the project.
Evaluation of initiative:
 All staff members, pupils and parents had a role in creating the anti-bullying policy.
 Staff members became empowered during the course of the project.
 Members of the school community became aware of different forms of bullying and how to counteract this.
 How to highlight the problem of bullying effectively to children through integrating different areas of the curriculum.
Leadership Development
Leadership Skills
 Personnel with authority in the school have learned to delegate and empower staff with matters that would have been
exclusively dealt with by senior members of staff before this project.
 Staff feel that the senior personnel in the school have confidence and trust in them when delegating tasks.
Principal /deputy Principal Relationship
 The relationship between the principal and the deputy principal has always been good. This project has reinforced this and
confirmed the shared values that both have for the school. Forbairt has highlighted how good staff relations can add
immensely to any school environment.
What have school leaders learned
 School leaders have learned the importance of appreciating school staff and how to cultivate this.
 When staff completed a project or task they should be praised and acknowledged not ignored.
 Good communication is vital if all staff is to buy into the direction the school is taking.
 Staff should be asked politely to take on a project and not be dictated to.
Leadership Strategies
1. Dialogue: During our Croke park hours all members of staff were invited to give their opinions on what initiative we should
undertake.
2. When we decided on an initiative the staff as a team decided what steps we should take and to who should tasks be
delegated to.
3. Modelling: Senior members of staff modelled what to do when dealing with an issue of bullying and what measures are in
the school to deal with this.
4. Monitoring: The direction of the initiative was discussed regularly during Croke park hours. All members of staff disclosed
what was going well and what didn’t work and this shaped the project as it progressed.
5. Mentoring: Members of staff were told at Croke park meetings that they could talk to the principal and vice principal and
express any concerns at all times. During the initiative, the principal and deputy principal went into teacher’s classrooms
and discussed the project with individual members of staff.
New Leaders
6. New members were more than happy to take responsibility during this project. This happened as the right environment
was created and confidence was placed in the individual. Senior members of staff have learned to delegate and to trust
others.
Parent /School Relationship
7. The relationship between the school and parents has improved. The project has given a voice to less prominent parents.
Parents have a better understanding of the internal workings of the school. Parents have confidence in the procedures
and transparency of the school. If an incidence occurs parents know who to contact and what actions will follow.
Transferable Skills
8. The most important skill that can be transferred to all areas of school life is the ability to boost and sustain staff moral and
self-esteem. If staff are happy in the school and feel appreciated they will be more likely to take on extra tasks and
relieve pressure from senior members of staff.

13
Ray National School Shared Education and Oral language
School Name: Ray NS
Title of Project:
Shared Education and Oral language
This year we decided to take part in a Shared education project with our
neighbouring school. Each teacher will have leadership role within the Initiative
which we believe will further strengthen our staff as a team.
We are a small 3 teacher primary school with 69 pupils. We have 3 mainstream
teachers, 2 support teachers and 2 SNAs. Both our schools are in a rural setting
outside of a small village. Our Ethos is Church of Ireland and our pupil population
has a mix of several Protestant churches and Roman Catholic. Our partner school
has a Roman Catholic Ethos and pupil population. Pupils from both schools do not
know each other or mix outside of school life. The teachers of both schools know
each other but have never worked closely together.
We have decided to select the area of Oral Language and problem solving. Both
schools have a similar mix of pupil abilities. The school will work in collaboration
with the other school. We are aiming to encourage devolved leadership within
each class group and shared leadership with Drumoghill NS.
Desired outcome(s):
We envisage that pupils will develop better communication skills and the tools to
collaborate with others. We hope to foster an appreciation and respect of
difference. As a school team we hope to improve our individual leadership skills
and increased collaboration between staff members. We aim to open
communication between both schools and shared education.
Staff attended meeting to set up the Initiative.
Both teaching staff met up to discuss what we would like to focus on and how we
would like the project to proceed.
Our Leadership teams are working on as a devolved leadership bases. One
teacher from each school will be co-ordinating and leading the whole project. In
each class level both teachers will meet and plan activities for their class.

14
We agreed to work together on Oral Language and Problem Solving using the
following steps.
The children from both schools will meet on eight occasions between January and
June.
In the infant room we are using Aistear to incorporate oral language through play
and socialisation. In all classrooms an oral language programme called Tip Of The
Tongue is being used. Oral language will also be taught under the umbrella of
Drama and local Ulster Scots’ history. The children are learning a new word a day
for a period of 3 weeks and then finally incorporating the 15 words in a story
which they share with the children in the other school .They positively evaluate
each others’ work through 2 stars and a wish. Idioms, proverbs and tongue
twisters are an integral part of each lesson.
The Senior Room will also be working on chess and Izac 9 cubes to promote
problem solving skills.
The Leadership team are over-seeing the project and mentoring the class
leadership teams as issues arise.
All plans, forms and actions are co-ordinated into one folder for anyone to access.
Each leadership team at class level are monitoring with each other the progress
they are making throughout the initiative.
We will use the following examples throughout to monitor, to help keep the
momentum of the project and encourage feedback. Eg, pupil surveys, examples of
work and parent survey
This initiative has built staff confidence in their leadership ability. Teachers have
been stepping up to lead the project and whole staff communication has
improved greatly. Working with another school has forced us out of our comfort
zone and given us the courage to act.
Our whole pupil population has embraced the Shared Education Project. Initial
reticence has disappeared and all pupils have grown in self-belief and self-
assurance. It has been particularly valuable to the 6th
class pupils who have built
new friendship with children they will meet again in post-primary school.
We have a shared focus which has empowered both Principal and Deputy
Principal to lead the initiative. Communication has opened up between all staff
members and having a shared purpose which has led staff to embrace their own
leadership roles. Having an open dialogue between both schools has lead to
mentoring between schools and open friendships which will help sustain and
support the initiative in future years. This initiative has led to a new era for the
pupils in the locality to learn, play and grow together which will have far reaching
benefits for years to come.

16
Gaelscoil Eoghain Uí Thuairisc Foghlaim Fónaice agus an Litriú
Teideal an Tionscnaimh: Athrú i Modhanna Múinte agus Foghlama fónaice agus an litriú (Sa Ghaeilge agus sa
Bhéarla) a threorú agus a chomhroinnt.
Cur síos gearr ar an dtionscnaimh: Feabhas a chur ar scileanna fónaice agus litriú na bpáistí sa Ghaeilge agus sa
Bhéarla ar bhonn scoile iomláine.
Comhthéacs na scoile agus comhthéacs an tionscnaimh:
Is Gaelscoil i mbaile Cheatharlach í ár scoil le 483 dalta agus 24 múinteoir. Toisc go bhfuil furmhór na
dtuismitheoirí nach bhfuil an Ghaeilge ar a dtoil acu agus go bhfuil fonn orthu tacaíocht a thabhairt dá bpáistí ón
gcéad lá scoile dóibh, roghnaíomar gan tumoideachas iomlán a bheith inár scoil. Déantar réamhléitheoireacht agus
fonaic a mhúineadh trí Bhéarla i Naíonáin Bheaga, taobh le taobh leis an gclár Aistear chun na scileanna Gaeilge a
fhorbairt. Ó thús Naíonáin Mhóra ar aghaidh, dírítear ar an léitheoireacht Ghaeilge chomh maith.
Cúiseanna ar roghnaíodh an topaic seo: Bhraitheamar, mar fhoireann scoile, go raibh an scéim fónaice agus litriú don
Bhéarla easpach agus go bhféadfadh na páistí caighdeán níos airde a bhaint amach don méid oibre a bhí á chur
isteach. Seachas dul ar aghaidh leis an gcóras a bhí againn, bheartaíomar ar an ábhar a oscailt agus a phlé leis an
bhfoireann iomlán chun féachaint arbh fhiú aon chuid den chóras sin a choiméad.
Torthaí ar mhaith libh a bhaint amach: ‘Sé a bhíomar ag iarraidh a bhaint amach ná ardú ar chaighdeán an litriú
sna páistí agus chun teacht air sin, córas níos iomláine/fearr/doimhne/cinnte don fhónaic a bheith i bhfeidhm ar
bhonn scoile iomláine. Ghlacamar leis an bhfreagracht an próiséas a bhunú agus a threorú. Mar chuid den
phróiséas, d’oibrigh grúpaí beaga múinteoirí le chéile chun scrúdú a dhéanamh ar an gcóras a bhí againn agus chun
moltaí a thabhairt. Rinne gach grúpa taighde ar scéimeanna éagsúla. Thug múinteoir amháin an t-aiseolas ar son
an ghrúpa agus d’eascair plé foirne níos leithne agus níos doimhne uaidh sin. Nuair a bhí an fhoireann sásta go
raibh an córas is fear roghnaithe d’ár gcomhthéacs scoile, rinneamar é a chlárú. Rinneadh socruithe chun na
pleananna scoile sa Ghaeilge agus sa Bhéarla a leasú chun aitheantas a thabhairt do na hathruithe seo. Cuireadh
na pleananna seo os comhair an Bhoird Bhainistíochta agus glacadh leo. Beidh na pleananna leasaithe seo i
bhfeidhm ag tosú i Meán Fomhair 2018 agus tá cuid de na hathruithe á gcur i bhfeidhm ag múinteoirí cheana féin.
Ceannaireacht i gcur i bhfeidhm an tionscnaimh seo – na céimeanna:
Tugadh guth do gach múinteoir maidir le téama an tionscnaimh agus roghnaíodh tionscnamh ag eascairt ón bplé
foirne sin. Bhí deis ag gach duine obair thaighde a dhéanamh laistigh de ghrúpa beag agus tháinig cinneadh faoin
struchtúr a chuirfimis ar an tionscnamh as sin. Beidh gach múinteoir freagrach as an gcóras nua a chur i bhfeidhm
leis na páistí go mbíonn siad ag obair leo, pleanáil a dhéanamh chuige sin agus meastóireacht a dhéanamh ar an
dul chun cinn.
Monatóireacht gníomhaíochtaí agus dul chun cinn:
Ní bheidh an plean seo á chur I bhfeidhm go hiomlán go dtí an chéad scoilbhliain eile ach leanfaidh an plé faoin dul
chun cinn ag cruinnithe foirne. Beimidm ag braith ar bhreathnóireacht an mhúinteora, ar obair na bpáistí, ó bhéal
agus i scríbhinn agus déanfar scagadh ar thorthaí na scrúduithe caighdeánacha ag deireadh na scoilbhliana.
Déanfar athbhreithniú más oiriúnach.
Measúnú Tionscnaimh:
Toisc gur eascair ábhar an tionscnaimh seo ón bhfoireann theagaisc, bheifí ag súil go gcuirfeadh gach oide i
bhfeidhm go fonnmhar agus go fuinniúil é. Táimid ag súil go bhfuil fás tagtha ar an bhfoireann maidir le páirt
ghníomhach a ghlacadh i bplé agus i gcinntí scoile agus go dtuigeann an fhoireann theagaisc go bhfuil fáilte roimh,
agus meas ar a dtuairimí proifisiúnta maidir le cúrsaí scoile.
Forbairt Cheannaireachta:
Go cinnte, braithimid go bhfuil forbairt tagtha ar ár scileanna ceannaireachta ó thús an tionscnaimh seo. Tá an gaol
eadrainn níos láidre ná riamh. Tá níos mó muiníne againn anois as an gcur chuige a d’úsáideamar le linn an
phróiséis seo agus bheimis oscailte triail a bhaint as stráitéisí éagsúla as seo amach. Toisc gur tugadh áit lárnach do
thuairimí proifisiúnta gach ball foirne, bheimis ag súil go mbeadh fonn ar dhaoine a dtuairimí a roinnt i ngrúpaí

17
St. Joseph’s National School Developing Gaeilge Neamhfhoirmiúil
Title of Project: Developing Gaeilge Neamhfhoirmiúil throughout the school, on an incremental scale
Brief description of leadership initiative: Starting with Gaeilge Neamhfhoirmiúil, we will foster and encourage pupil
competency and confidence in Irish.
Context of the school and of the leadership initiative:
St. Joseph’s National School was built in 1967. It is a small school in a rural setting with 71 pupils. The school is co-
educational with multi-stream classes and three mainstream class teachers. There is one full time SEN teacher and a
part-time SNA.
Our Plean Scoile and school policies have been under intense review over the past few years and as such we are used
to consultation and working together as a staff. We revised our Gaeilge Plean during the 2016-2017 school year, with
the support of a PDST facilitator in May ’17, and have committed to increasing pupil’s confidence and competence in
the language.
The children generally have a positive attitude towards Gaeilge and they are competent in their abilities. However, we
find that the children really only associate Gaeilge with learning it in the context of a teaching lesson and they are not
as confident as we would like them to be in speaking Irish, particularly outside of the Gaeilge lesson. Through engaging
with this initiative we hope to:
 develop Gaeilge throughout the school, starting with implementing an incremental plan for Gaeilge
NeamhFhoirmiúil from Junior Infants-Sixth class
 initiate a culture of sharing our expertise at staff meetings
 integrate Gaeilge with other subjects
 encourage the children to use Gaeilge outside of the typical Gaeilge lesson by prompting them and asking them
questions
Desired outcomes(s):
Following the implementation of a more structured and incremental approach to teaching and encouraging Gaeilge
Neamhfhoirmiúil we hope:
- To promote a more positive and confident attitude to the speaking of Irish.
- The school will have a consistent bank of Irish phrases.
- Pupils and staff will speak Irish on a regular basis throughout the school day.
- The project will lead the way towards integrating the Irish language into other areas of the curriculum.
- To develop a co-ordinated incremental approach to implementing and developing Gaeilge
Neamhfhoirmiúil, in all classes.
- To encourage the children to use Gaeilge throughout the school and to converse confidently with each
other and the teachers in an informal setting.
- We hope the staff will be more confident in their own skills.
beaga agus i ngrúpaí níos mó amach anseo. Toisc go bhfuil breis muiníne ag an bhfoireann astu féin agus as a
chéile, spreagfaidh sé daoine chun ról níos gníomhaí a ghlacadh as seo amach.

18
 Through a process of consultation with all staff members the project title was chosen.
 Initial staff meeting to introduce the project by the Forbairt team.
 Observation of pupils both in and out of class and their engagement with Irish.
 Regular in school Forbairt meetings.
 Introduction of the project to the wider community- BOM and Parent’s Association.
 Consultative process- drafting of phrases across 3 class levels (Junior, middle and upper). Common theme-
incremental.
 Modelling of ways to encourage pupils to speak Irish and improve interest levels and competency.
 ALC meetings locally.
 ‘Forbairt’ on the agenda of staff meetings to ensure high levels of communication and collaboration.
 Monitoring of success through engaging the children in conversation, feedback from staff, checklist of phrases
learned and those which are emerging.
The leadership challenges were:
 Defining the project was initially an issue.
 Our time line was thrown off kilter because of other Department led initiatives (PLC, Child Protection),
preparing for the schools 100 year anniversary and other events.
 Finding the time to prioritise this project.
 Finding the time to meet regularly as a whole staff.
 Keeping the momentum up particularly when other events took precedent at staff meetings.
 Measuring the success of the project.
 Initiative is on the agenda at staff meetings for discussion and reflection of practices.
 The teachers know the relevant phrase(s) of the week and record these in their fortnightly plans.
 Teachers are encouraged to reflect on the initiative in the reflection section of their CM.
 Encouraging the children to speak Gaeilge outside of the classroom through posing questions as Gaeilge and
cluichí.
 Overall the project has been a success however we hoped we would be further along in the process but
other events throughout the year hindered progress.
 This is an ongoing project and the list of phrases will be amended/added to throughout the next school
year so that they are more closely linked to Gaeilge themes.
 The impact of the project is ongoing and we will evaluate it through:
 Teacher observation
 Feedback from teachers and pupils
 Review of the phrases
Participating in this initiative, and in Forbairt on a whole this year, has nurtured leadership development in our school.
It has strengthened the bond between Principal and Deputy Principal and we share a strong vision for the school going
forward.
Participation in this initiative has also developed the working relationship between members of staff – discussion and
dialogue among teachers is ongoing.
The opportunity for the Principal and Deputy Principal to have time away from the school was invaluable- time
constraints in school mean that one-to-one conversations do not happen as frequently as desired. It has highlighted the
importance of ensuring consistent time in school between the ISM team for quality productive engagement and
distributed leadership.
The experience will also transfer to other areas of school life, particularly School Self-Evaluation process and the
Primary Language Curriculum.

19
Claregalway Educate Together Literacy Lift Off and Guided Reading
Title of Project: Leading New Whole School Initiatives (A new initiative in Literacy involving Literacy Lift
Off and Guided Reading for the Whole School ultimately)
Brief description of leadership initiative: To lead an aspect of learning, sustain it, model, monitor and mentor. It was
decided by both the deputy principal and I to hone our leadership skills by focussing on a challenge that arose this school year.
A new initiative while welcomed by everyone developed the potential to cause dischord with different approaches being put
forward. We both saw this and acted. The aim was to bring together the differing views of staff and move forward positively
with our new Literacy Lift Off programme (at pilot stage).
(Situational Awareness) Claregalway Educate Together is a six teacher rural DEIS school with a SET team of 2 fulltime teachers
and one parttime teacher. Literacy Lift Off was piloted in 2016-17. While minor difficulties were encountered and staff had
different viewpoints as to the direction to take moving forward, the scheme was considered excellent and the purchase of Big
Cat Books was approved by all. The Senior Infant teacher spearheaded the initiative and worked tirelessly getting parents to
cover all the books and sort into boxes. Shelves, strong zipped envelopes and specific copies/ folders were purchased.
Children and parents were enthusiastic. Reading certainly took off. This year the SET team steered the school in a slightly
different direction. Feedback indicated that certain aspects were causing difficulty with the roll out.
Reasons for selecting this area for development: (Courage to Act)
Both the principal, Terri Claffey and the deputy principal, Niamh Mannion saw the need to act urgently and decisively when
differing strong opinions emerged regarding a change in direction for Literacy Lift Off this year. It had the potential to divide
the staff and some were feeing disillusioned. Compromise was necessary but the challenge was to achieve a more streamlined
approach without losing goodwill.
Desired outcome(s):
What you hope to achieve following this work...Following a look at best practice in other schools who encountered the same
difficulties it is hoped to proceed in a direction all staff buy into. It is essential all views are taken on board and then staff
move forward in a positive way, compromising where necessary to get the most out of the scheme for the children.
What change(s) in school or classroom practice do you envisage will result? Capping of titles read in each class (essential to
have books for next intervention block. Fluent readers may be switched to novels/ other readers). Restricting Lift Off
sessions to blocks of 6-8 weeks in the relevant classes thus making best use of school personnel especially the support staff.
Stopping the practice of children moving from class to class depending on levels- all children will be catered for in their own
class this allows for blocks of intervention by SET staff in each room at different times during the year and makes best use
of personnel.
What aspects of your own leadership/ leadership skills do you hope to develop through leading this process? It will take
research to identify sources for specific advice. The initiative will ask both leaders to dig deep in terms of keeping staff
involved and motivated. It will involve meetings to hear all views and then firmness in adopting an approach which marries
the best aspects of strongly held views.
Leadership skills of others? (Sustainability) If staff buy into the process and feel valued it is hoped all will work towards fine-
tuning the Literacy Lift Off programme in the school and ensuring it has the best outcomes possible for the children.

20
An outline of different actions or events that took place before, during and after the commencement of this leadership
initiative– Meetings held? How is leadership being distributed in the process? How are decisions reached? Resources or CPD
required or sourced? Impact on classroom practice? Parental involvement? Challenges encountered and solutions developed?
What are the leadership challenges? How did you address these?
Step 1: Principal and deputy principal meet.
Step 2: Advice from Helen Diviney/ Inspector Claire Griffin/ Newcastle NS Athenry/ Merlinwoods NS sought and noted
Step 3: Whole Staff Meeting to hear views, ascertain what resources are needed and agree direction.
Step 4: Further resources for comprehension purchased for relevant classes. Step 5: Regular checking in by principal with
each class teacher and SET team re progress
Step 6 : Visit by Helen Diveney to discuss best practice
Step 7: Further checking in with each class teacher and SET team re progress
Step 8 : Whole staff meeting to review progress
How did you, as leader/s, keep track of the implementation of the leadership initiative? Did you observe anecdotal evidence of
benefits (or problems) in school / classrooms? How did you, as leader/s maintain the momentum of the project? Was the
project discussed at all staff meetings? Did you make any amendments to your leadership initiative following discussions?
Records were kept of each stage, staff were spoken to individually, views were noted, best practice was explored, meetings
with two parents who were very enthusiastic initially but disliked the changes were noted.
The initiative emerged as a hybrid of the two very different views. Going into discussions both principal and deputy
principal were conscious of the division the views were causing. Staff were aligning behind the view they preferred. This
was new terrain for our staff as the team are usually so positive and flexible. It was a mixture of miscommunication
regarding the new direction, an effort to right all wrongs with the programme hastily. However with all on board to get the
best possible outcome, apologies regarding miscommunication were made and everyone felt agreed some changes/
compromise had to happen. Now to keep up the momentum it was necessary to follow up with a visit from Helen Diviney.
How is your school different as a result of engaging in this process? How did you determine the impact of this initiative (pupil,
parent, staff feedback?) Have professional judgements noted any impact following engagement in the project? Did the
leadership initiative achieve the desired outcomes? Were there any negative outcomes? Were there other, unexpected,
positive outcomes?
Still ongoing but already air has been cleared. The time and energy put in by both leaders has been praised by all. Parents
were met and heard. Firm lines had to be taken and apologies made regarding moving levels too quickly with some
children. Comprehension had to keep up with fluency of reading etc. Outcomes have been largely positive but also have
meant that some staff are being asked for patience while we assess the new direction. It is very important to review the
year as a whole and learn from our mistakes. Having the SET team leading the initiative this year has had a major change.
From a leadership point of view the blocks are excellent and so timely. Each group is fully engaged for 8 minutes and all

21
move stations in a timely manner. No time is lost explaining the work because the staff prepare all work ahead.
Benchmarking will take place again in the final term which will also give an indication of success. However success will take
into account all aspects- the engagement levels, reviews by all staff, how well stations work and how well the SET team feel
those who face most challenges reading are progressing. A very positive outcome has been the upskilling of all staff and
especially the principal herself who is a member of the SET team therefore learning so much in one year. Pupil and parent
feedback is excellent and original parental concerns have been addressed. One of the most difficult aspects has been the
organisation of the original meeting. Research before the meeting was vital. It was a challenge to keep it goal based and
avoid anyone taking things personally or feeling they needed to explain how difficulties arose.
Have any of your leadership skills / capacities developed as a result of this leadership initiative? Has the relationship between
principal and deputy principal changed? What have you, as school leader/s, learned from the process of leading this initiative?
What leadership strategies did you employ or develop during this process (Modelling, mentoring, dialogue, monitoring)? Did
any other new leaders emerge during this process? Have staff / parent / pupil relationships changed in any way? Will any skills
learned or developed transfer to other work in the school?
Both principal and deputy principal learned the need for a very structured staff meeting. The research needed to be done
ahead of the meeting. The deputy principal was really helpful in getting contacts and principal followed up recording all
advice.
Learning for us as leaders was excellent. Leadership was required to ensure our excellent team did not lose motivation or
blame each other for the difficulties encountered. Strong views are very useful to ensure the scheme is rolled out in the
best way possible for the children. However the aim at all times was to keep the focus on this goal.
Relationship between principal and deputy principal has deepened as we faced the challenge from the same standpoint.
We both wanted to keep the lovely positivity we have in the school.

22
St. Columbanus’ National School Implementation of the Primary Language Curriculum
Title of Project:
Implementation of the Primary Language Curriculum with specific reference to incident resolution/anti-
bullying/assertiveness/conflict resolution situations.
The project is borne out of a recognition that there is a language deficit within the student population in
dealing with incident resolution/anti-bullying/assertiveness/conflict resolution situations.
It is also recognised that to be successful, all staff members appreciate this deficit and would share
management’s goal of equipping the student population with the language skills necessary to work
through these situations with peers and teachers.
It is also necessary that all those involved in these situations have a clear understanding of methods and
goals.
St. Columbanus’ National School is a vertical co-educational school which operates under the patronage of
the Catholic Bishop of Meath. The school is located on the outskirts of the village of Ballivor and has an
enrolment of 365 pupils.
Management have recognised that both management and teachers need to maximise the benefit of time
spent on dealing with incident resolution/anti-bullying/assertiveness/conflict resolution situations.
Management has recognised a real need within the school for a consistent whole-school strategy in
dealing with incident resolution/anti-bullying/assertiveness/conflict resolution situations.
Desired outcome(s):
Formal and discrete oral language lessons in conjunction with the PLC to equip children with the language
skills, confidence and strategies necessary to deal with and reach satisfactory resolutions for all parties
involved.
All parties-management, staff, pupils and parents would share the school’s vision for a child-led conflict
resolution model in addressing the above.
We envisage the adoption of a common, shared approach.
Leadership. Through their own practice will convey the value of this approach.

23
Before this initiative was undertaken, the school began implementation of a whole-school language
initiative regarding anti-bullying strategies and assertiveness. The school called this the ‘Learn to Say No’
initiative and it focussed exclusively on children learning to deal with peer-pressure.
With the development and implementation of the Primary Language Curriculum, management believes
there is an opportunity to provide for this initiative through the discrete oral language lessons of the PLC.
The opportunity to broaden the scope of this initiative presented itself through participation in this
Forbairt project.
During this Forbairt process, there has been the ongoing implementation of the anti-bullying policy and
Primary Language Curriculum.
All staff underwent PDST training in relation to managing challenging behaviour.
In relation to classroom practice, the school now notes that traditional school punishments have been
abandoned in favour of a more progressive resolution-based outcome.
Modelling of conflict resolution strategies by management was a key component of the initiative.
Teachers have been asked to share good practice by making available good lessons.
Challenges encountered included the expectation, by parents and some staff that more traditional
sanctions ought to be applied. The challenge for leaders here is that this matter needs to be addressed
through time with parents and staff. Finding sufficient time to address this is an ongoing challenge.
This leadership initiative was tailor-made for the use of the four leadership strategies of modelling,
mentoring, dialogue and monitoring.
Monitoring occurs through daily classroom visits, analysis of teaching plans and cuntais mhíosúla, an
opportunity for feedback at staff meeting and individual feedback at classroom level.
This is an ongoing initiative that will require a long-term approach to full implementation. The biggest
challenge to maintaining momentum is finding sufficient time to engage in meaningful mentoring and
dialogue.
A specific section of each staff meeting has been devoted to addressing some aspect of the initiative.
Following discussions, a number of teachers expressed an interest in further training and professional
development and this has been actively supported e.g. through the introduction of the ‘Friends’
programme.
We as a school, feel that the children are taking greater ownership of responsibility of their actions. They
are also much more open to positive engagement with the disciplinary process.

24
The NEPS psychologist working in the school has commented on the initiative’s positive impact.
It is difficult to assess the initiative at this stage as we feel it is a longer-term initiative. Nonetheless we are
happy with the progress that has been made this year.
One negative outcome is the complaint by parents of the perceived failure to ‘punish’ the aggressor.
The single biggest, unexpected positive outcome to the initiative was the openness of the children.
The initiative provided for and continues to provide opportunities to develop the core principles of
leadership and practise the strategies of leadership.
While the time invested into the initiative was substantial, we do feel that the progress made has been
worthwhile. Sustainability remains the biggest challenge.
The process involved the use of modelling, mentoring, dialogue and monitoring.
The perception of what school discipline should be and how it should be administered has begun to
change.
We, as leaders feel that these key principles and strategies are transferable to all leadership situations in
our school. This initiative has given us further opportunity to practise and develop these.

25
Rathoe National School Movement through the school
Title of Project: Movement through the school
Brief description of leadership initiative: To improve movement around the school. To promote positive
behaviours. To promote positive relationships between teachers and students.
Rathoe NS is a growing school. Due to our expansion and recent new extension which created new
corridors and communal areas, we felt that it was a good time to talk about how we move around our
school.
Our school has grown from strength to strength in the last number of years. Not only has it grown in
enrolment, but also in footprint. For this reason, we needed to look at movement around our school.
Entering from break times, direction to walk on the corridors and how we conduct ourselves during
whole school meetings eg assemblies, going to other rooms for Drama, PE etc
Desired outcome(s):
We hope to achieve a level of discipline among the children, where they can behave appropriately in
moving around the grounds and indoors along corridors and using the stairs.
To encourage respect for oneself and others in a classroom and whole school setting.
In order for us to achieve a positive outcome, we believe that it is very important to have all members of
staff working together.
We hope to achieve clear movement around the school and instil an expectation on the children and
staff to feel proud of their school.
Foster a sense of responsibility amongst older students.
To allow our initiative to grow and continue and that eventually it will be more child led with minimal
teacher input.
As the system of movement around the school needed to change, we had to think about how we were
going to approach it all. We needed to speak to staff and include our plan of action at each staff meeting
to check in with staff and see if we needed to change anything.
We decided to create the Principal’s Award to encourage the children in their movement around the
school. The class that made the best effort was awarded the Principals trophy at the end of each week.
Then at the end of each term, the class who had received the trophy the most had a pizza party.
Encouraging staff to lead their class to the outside doors at break times.
Encouraging staff to praise children if walking on the right side of the corridor even if not in their own
class.
Footprints to show the direction that we walk on the corridors.

26
Reminding the children at Assembly about the Principals Award and congratulating and encouraging the
classes on their behaviour and conduct through the school.
Continued communication between Principal, Deputy Principal and wider staff.
Principal’s Award charts on display for children to see.
Initiative mentioned at each Staff Meeting and Assembly.
We started to introduce this initiative in October through the Principal’s Award. At our first staff meeting
we informed the staff of our involvement in the Forbairt programme. On reflection we felt that we
needed to have the staff more involved. We spoke with staff both formally and informally and by
involving them more there was a clearer focus on where our initiative was going. It did take some time
for all staff to come on board but with modelling and encouragement this did improve.
The Forbairt project gave us the opportunity and the time to collaborate in the development of our
leadership team.
This initiative is sustainable, as staff are starting to embed the changes and have seen positive benefits.
The initiative is relevant to the daily life of the school.
Using dialogue to arrive at the shared understanding of the changes that need to be made, has resulted
in staff buy –in and willingness to make necessary changes. The work will continue and will be embedded
in culture and practice over time.

27
Scoil Chaoimhín Naofa A collaborative model of reviewing the “Plean Scoile”
We are a co-educational catholic school located in the village of Hollywood, County Wicklow. We are a
rural school located at the foot of the Wicklow Gap. We currently have 163 pupils in our school. We have 6
mainstream classes, one Special Education teacher and a shared SET with a neighbouring school. We have
1 SNA, part-time secretary and a part-time caretaker.
Title of project:
Developing a collaborative model of reviewing the “Plean Scoile” and ensuring ease of access to policy
documents for all staff.
We are a small rural school and as such, we are acutely aware of the need to engage all members of
staff. In the past, we have not made much progress in the area of policy review due to an increasing
workload. The principal and deputy principal are full time teachers. When we commenced this
initiative we did not have an APII post. Over the past few years’ school personnel changed.
We wanted all staff new and existing, to have a working knowledge of current policies in the plean
scoile. Consistent implementation of the policies was a major catalyst for us. Then we wanted to
introduced a more open and collaborative way of reviewing and renewing the Plean Scoile i.e.
involve a wider spectrum of colleagues in the review process. We wanted to promote collegiality
and ownership. The existing practice was, the principal and deputy principal would review and
research a policy and present it to the school staff. Some of the staff would read the policy and
everyone would accept the content of the policy as written, without any amendments being made.
We wanted to have a more effective timescale when reviewing policies. Prior to the initiative we
were aware that policy organisation and access was inconsistent in our school.

28
Desired outcomes:
What we hoped would happen as a consequence of the initiative undertaken by the principal and deputy
principal was that,
a. We hoped that policy would both guide and reflect teaching and learning consistently throughout
the school.
b. The teachers in the school would be empowered to take a more active role in the review and
renewal of school policies i.e. especially those not of a statutory nature.
c. That staff would take ownership of policies and encourage each other to discuss, trial and
implement change
d. This initiative would further enhance communication and involvement of staff in policy reviews into
the future.
e. That a culture of reflection in regard to policy and its implementation would become embedded in
the culture of the school
f. Less time would be spent deciding what policies would be reviewed as a timetable or a system
would be in place to address this
g. The wider school community i.e. The Board and parents would be more aware and be encouraged
to engage more in the process of review.
h. The structure and systems put in place by this initiative would facilitate the effective organised
review of policies in the school on an on-going basis.
i. All polices would be available centrally in the school using ICT.
a. We held a “Croke Park” meeting to assess staff knowledge of the plean scoile.
b. We explained the Forbairt initiative that we would undertake.
c. Staff were asked to engage in a round room post-it activity where they were asked prompt
questions e.g. What policies are you familiar with? When did you last look at the plean
scoile? What polices would you like to know more about? What policies do you think need
to be reviewed? What policies are most mentioned in school?
d. As a result of the consultation staff identified good practice and areas for improvement.
Staff views were consistent and as a result it was easier to prioritise certain policy areas
which required review.
e. We developed a timetable for future review.
f. Staff members were strategically organised into sub groups to review prioritised policies e.g.
Critical Incident Plan and Policy, English Spelling, Religion Policy, Litriú Gaeilge, Health and
Safety Statement and Audit and SPHE. The aim of each sub group was to identify good
practice in the current policies, make suggested amendments and report back to the whole
staff.
g. Each group was given a deadline for feedback.
h. This process allowed for valuable discussion among staff.
i. Policies were amended.

29
j. We researched various file management systems and decided the most appropriate for our
school was Aladdin.
k. Policies were then published on Aladdin.
l. Following our Croke Meeting each sub-group was contacted to ascertain how they were
progressing and if guidance was required.
m. They were reminded of the deadline for the staff plenary session.
n. Each sub-group discuss and answered questions which had been identified during their
deliberations.
o. Each sub-group produced a one paged review document.
p. The groups were very productive. They scheduled their own meetings.
q. Generally the policies were consistent in the school. However, some areas required
updating e.g. change of school personnel, the focus on the practical aspects of the policy
and application. They suggested changes that were more suited to the current reality in the
school.
r. The sub-groups reported their findings to the whole staff at a Croke Park meeting and
appropriate changes were applied.
s. It was essential that communication between all the groups and the principal and deputy
principal was open and flexible. This ensured a consistency of approach and outcome.
t. It was evident when staff returned from the group discussions and deliberations that there
was a unity of approach.
u. It is clear that at the end of this initiative that staff have become more familiar with the
school policies and this is evident in the teaching and learning in the school e.g. Stay Safe is
taught in every classroom at same time of the year.
v. They have become more aware of the complexities and challenges of reviewing policies. We
see this through the informal discussions that take place in the school.
w. The plenary session was invaluable, it allowed all members of staff to engage in the process
of review and to make collective changes for the betterment of teaching of learning.
x. It allowed staff who had an expertise in a given field to lead the process, monitor fellow
colleagues and develop leadership skills.
y. Staff is more engaged and interested in the process of policy review because they have
independently identify areas for further evaluation. Feedback from staff has acknowledged
the benefits of whole staff review and renewal of policies. The sense of ownership and buy-
in is palpable.
z. Staff understand better the relationship between the policy and practice.
aa. The level of communication in relation to professional dialogue has increased.
bb. All-staff are more conscious of the need for policies, to clarify practice on a day to day basis.

30
Leadership development:
cc. Our research skills have improved.
dd. The initiative we undertook required us to delegate autotomy to the staff in the school and
to trust them to carry out the reviews.
ee. Delegation encouraged staff to step forward and take control. This was affirming as it
allowed us to create a professional dialogue with colleagues and it presented mentoring
opportunities.
ff. As school leaders the chance to engage with all staff members at an organisational level
presented us with leadership challenges. We had to consider group dynamics, how to
motivate and support the groups while also allowing autonomy.
gg. Working collaboratively in small group’s highlighted skills in staff that were not evident
previously.
hh. We realised that a further extension of this initiative could be a focus group of parents to
give feedback on policies. The situation which pertains at the moment is that parents are
invited to give feedback on policies, however they do not engage usually. This initiative
could be used to illicit the parental voice on various policies in the school in a more in-depth
productive way.
ii. We engaged with the leadership strategies of modelling, dialogue, mentoring and
monitoring throughout this initiative. We modelled the structure of how the policies were
to be reviewed. An open dialogue and reflection on the initiative took place where all staff
where given the opportunity before, during and post initiative to give feedback. They
universally commented that it was refreshing to be involved in the process from start to
finish.
jj. The principal and deputy principal mentored each group. We also contributed in the sub-
groups. We offered support to the groups but did not lead the process. We continued to
mentor by assisting, discussing and encouraging each staff member.
kk. The initiative undertaken by us has encouraged and promoted greater communication and
trust. It has helped us to identify our strengths as leaders in this school and also it has
allowed other staff member not part of the ISM to realise their leadership potential.
ll. The legacy of this initiative is that we have a system in place for the review and renewal of
policies. We have also digitalised many of the policies and drawn up a programme of review.
mm. Forbairt has allowed us the space to reflect and engage in serious, meaningful and
specific professional development. We had the opportunity to meet outside of the school
setting which enabled us to see the wood for the trees. The opportunity of working,
discussing and collaborating with other school leaders has been immensely beneficial. The
variety and diversity of contexts and characters has been enlightening.
nn. Forbairt has been empowering and revitalising. I have no doubt that the results will have a
long lasting effect in our school.

31
Scoil Mhuire Fatima Be in line on time
Title of Project: Be in line on time
The need to create a new emphasis on punctuality on the school and give ownership of the issue to all
the educational partners.
Many families experiencing issues regarding attendance and punctuality.
Many pupils walk to school or travel a distance by car and were habitually late for school for a variety of
reasons.
Desired outcome(s):
Give staff and pupils renewed interest in punctuality.
Create a dynamic enthusiasm around being in school on time and to empower the pupils to make this
aim their own.
Class life will include punctuality as part of its culture.
Leadership of principal to visit classes to promote, reward and enthuse the punctuality.
Encourage other staff to take initiatives in terms of punctuality to sustain and further develop the
project
Launch of programme at staff meeting.
Principal/deputy principal to co-ordinate a plan.
Principal to visit classes to create interest and explain to the pupils on a regular basis.
Prizes for pupils as incentive.
Posters in classes and around the school.
Speak to parent’s association re. what we are trying to achieve.

32
Talk to the staff about impact.
Talking to the pupils about initiative for feedback.
Report improvement data.
Maintenance of class visits
Providing opportunities for staff to raise the matter of punctuality.
To survey the number of pupils in attendance on the line at school opening time.
To shortlist pupils who are still habitually late.
Consult with staff regarding the progress of the initiative.
To highlight punctuality at the monthly attendance assembly.
To informally survey pupils on their knowledge of the initiative.
To monitor progress by visiting class on a regular basis.
To create end of year statistics to ensure that punctuality has met targets for progression.
I have seen the importance of leading an individual project.
I have seen the importance of delegating other parts of the project to other staff.
I have seen the significance of sustainability and maintenance of a level of enthusiasm as key aspects for
a successful project.
The two heads are better than one management moral has been made very apparent.
Some new leadership emerged.
Planning for further initiative are now necessary.

33
Scoil Réalt na Mara Rotation within the context of a three-teacher school.
Title of Project: To provide opportunities for rotation within the context of a three-teacher school.
We decided as a staff that we would draw on each other’s interests and talents and provide opportunity
for rotation within the context of our current teaching positions.
Scoil Réalt na Mara is a three teacher school with a full time Special Educational post as well as a
travelling post. Rotation of classes can be difficult in a three –teacher school as with multi-grade classes
teachers may have already taught the same children at a different class level. It was an area we wanted to
address and based our project around this.
 Rotation of classes has been a topic of conversation formally and informally each year among
our staff.
 As a three teacher school opportunities for class rotation has been limited. The Principal, BOM
and Staff all agree that rotation is important and this project allows teachers to experience
rotation across various settings within the school.
 Each member of our staff has a specific interest and skill-set that we believe should be shared
among our staff and pupils. By enabling teachers to deliver a subject they have an interest in to
different class levels promotes the development of strong leadership skills.
Desired outcome(s):
 To enable teachers to experience different class levels and settings within the school.
 To enable teachers to share their expertise in particular subject areas with pupils in our school
and to collaborate and share ideas with staff.
 To empower teachers to lead different subject areas within the school having regard to particular
strengths and interests.
 To begin a process of change in the school regarding class allocation and class rotation
September/October – Staff met and discussed the idea of rotating classes/subject areas for the school
year 2017/18. Views were discussed and a SCOT analysis was completed based on our project proposal.
The courage to initiate change was a central focus of our discussions and we had buy in from every
member of staff.
Our Principal and Deputy Principal showed leadership by modelling lessons in each setting initially.

34
November/December – Teachers identified subject areas/topics that they would like to try with different
class levels drawing on their own strengths and likes. Time was given to each teacher to familiarise
themselves with the curriculum at the class level they would target as part of the project.
We decided early on that we would implement our project in phases and draw on each other’s feedback
throughout each implementation phase. In early December we drew up a plan to be implemented from
January to June which identified our target classes and subject areas.
January – We began implementing our project. Our middle room teacher targeted a very specific group
within her class that she would like to develop oral language skills with in the Special Education Setting.
Our Special Education teacher decided to focus on Music with the middle classes. This was implemented
from January to April.
April to June Our Junior Room Teacher identified Science and devised a programme to be implemented
with our Senior room pupils. A thematic approach to the Arts was identified to be implemented in the
Junior Room.
Meetings were held throughout the year and one Croke Park Meeting each month was devoted solely to
our Project. Meetings also took place regularly between the teachers who would be working together as
part of the project.
Staff regularly discussed how the project was progressing and any initial organisational problems were
successfully overcome.
Teacher focus groups and feedback were given throughout the implementation phase. Collaboration was
a key part of the project.
The Principal and Deputy Principal led feedback sessions.
Specific feedback covered was recorded in Cuntas Miosúila.
Timetables were changed from time to time.
a) Evaluation of our initiative is still ongoing as our second implementation phase does not end until
June. However, we have found the following:
b) Teachers are very motivated and interested in implementing their chosen area. Teachers have
developed strong leadership skills and collaboration between staff has further improved.
c) A culture of change is developing within the school and staff are embracing and accepting the
changes very well.
d) Feedback from teachers and pupils has been very positive with both stake-holders eager to
continue this project in the next school year.
e) The fact that the project was time-bound worked well. It worked well for the teachers to have a
set period of time to plan over. It has been agreed that next year each phase will last 8 weeks.
f) In relation to the timing of the project going forward we would not implement it during Mayor
June due to the many interruptions to our time-tables in these months.

35
Undertaking this project has developed the following capacities:
 Engaging in this project has highlighted the key role and importance of communication in
developing a highly productive school environment. Dialogue was central throughout our project
and communication channels were kept open at all times.
 Each teacher has developed their capacity to lead learning within the school. The identification of
the strengths of each teacher and how to capitalise on this has been key.
 Mentoring and Collaboration were a key part of our project as we developed ‘Courage to
Change’ among each staff member.
 Relationship between Principal and Deputy Principal has strengthened further as a shared role
was taken in overseeing the implementation of this project.
 This project has been very well received and has started a process of change within the school in
relation to rotation. This idea will be further developed in the years ahead to ensure its
sustainability.

36
Scoil Carmel Literacy Support
Principal – Ursula Martin Deputy Principal – Marie Kelly.
Scoil Carmel, Firhouse.Scoil Carmel is a Junior school (Junior Infants to 2nd
class) situated in a suburban
setting at the foot of the Dublin mountains. The school has a long history and would originally have served
a rural community from 1869. The school moved to its present site in 1954 and was extended in 1975. At
that stage it was Firhouse National school serving all pupils from Infants to 6th
class. In 1977 the school split
into Junior and Senior and Scoil Treasa opened to cater for pupils from 3rd
to 6th
class while Scoil Carmel
continued to cater for pupils from Junior Infants to 2nd
class. We have four classes at each level and take in
approximately 110 pupils each September. In addition to the 16 classes we have a team of six Resource
Teachers and five Special Needs Assistants . We have a Secretary and a caretaker.In this project we aimed
to set out definite criteria for the selection of pupils for Literacy Learning Support and we also aimed at
sourcing suitable screening and diagnostic tests for Literacy in the early years i.e. Senior Infants in
particular.At the moment we have four teachers giving Literacy Learning Support in Senior Infants- one to
each class. We had introduced this new model this year in line with the new Resource model. The model is
linear in that each Learning Support teacher has responsibility for a Junior Infant class, a Senior Infant class,
a First class and a Second class.
Reasons for selecting this area for Development.
We selected this area because:
 We saw a need to standardise the selection process for children moving into Literacy support in
First class. Our aim was to select a test for use at the end of Senior Infants which would both
reinforce the M.I.S.T. results and provide evidence to support the selection of the child for Literacy
support in First class.
 We want to ensure that there is consistency among the Learning support team and an agreed
strategy among the class teachers around selecting children for Literacy support.
Desired Outcome.We hope, at the conclusion of the project, to have;
a) Sourced a suitable test for use at the end of Senior Infants.
b) Sourced a range of Diagnostic tests for use by the S.E.T. team.
c) Achieved an agreed approach to criteria and procedure for selecting children for Literacy Support.
Steps involved in leading and implementing this initiative.
Our first step was to review our current practice and to formulate a plan of action.We
Held a meeting of the S.E.T. team in September. We discussed the new approach to Literacy
support and explored various methods of selecting pupils. There were differing views expressed at
this meeting and so, by professional dialogue ,we emphasised the need for an agreed approach. We
also introduced the topic at a staff meeting and followed that up with discussion at class
clusters.Because it coincided with the new Allocation model we sought help from Orla Dunne, our
N.E.P.S. Psychologist. Orla gave a talk to the staff at a “Croke Park” session on the Continuum of
Support and the importance of the Student Profile form.
2.We set targets and dates for implementing the initiative.
The timeframe for delivery – within this school year.

37
3.We linked with three other schools of a similar profile- Bishop Shanahan, St. Marys Blessington
and Scoil Aonghusa, Balrothery. We sent out questionnaires to compare their practice with our
own. We arranged to liaise with their S.E.T teams.
4.We met with the Parents Association and explained to them about the initiative.They agreed to
allocate €1,000 euro to purchase a range of Diagnostic tests for use by the S.E.T. team. We the
purchased the Dyslexia Portfolio, The British Picture Test, The YARC and the Sandwell Numerscy kit.
5. We decided to pilot the Drumcondra(DTEL) Literacy screening test at the end of Senior Infants
this year and then to look at the results of this and the M.I.S.T. to ascertain whether or not the
correct pupils are being targeted for support.
Monitoring of Initiative.We monitored the initiative by seeking feedback from both class
teachers and the S.E.T. team. We kept the initiative on the agenda for each staff meeting.We kept
up a formal dialogue with the Literacy Co-ordinator. We examined the M.I.S.T. results to compare
with children in receipt of Learning Support in Senior Infants and then we sought to address any
anomalies. We kept up communication with the parents to keep them informed on the progress of
the project.
Evaluation The results of the Reading tests in Senior Infants will be monitored over the next three
years to ensure that the new system becomes embedded.The criteria for selection of pupils for
literacy support will always be covered in the initial meeting of the S.E.T. team in September each
year to raise awareness and maintain consistency.
Leadership DevelopmentWe found the Leadership Initiative really beneficial in prompting us to
examine our current practice, to engage in dialogue with each other and with other colleagues. The
skills we used in modelling and monitoring this initiative are transferrable and we plan to continue the
process next year while looking at staff wellbeing.The process of involving the Parents Association and
making them aware of our aims was constructive and the linking with other schools of a similar profile
was both instructive and affirming of our own practice. We found that distributing the leadership was a
very useful aspect of the project. By involving the postholder for Literacy and the S.E.T. Team, all very
experienced teachers, they brought a wealth of knowledge and ownership of the project and this, we
feel,will ensure its sustainability going forward.

38
Spa National School Effective Communication and a Mindset of Shared Leadership
Title of Project:
Building Effective Communication and a Mindset of Shared Leadership in our school community.
Through this project we hope to
 Review current practices and develop channels for effective communication amongst all
members of our school community.
 Create a ‘mindset change’ and empower members of our school community to take on
responsibilities and leadership roles.
Over the past five years, Spa N.S. has developed significantly. Since 2012, the student population
has increased by 25%. The school has seen the appointment of a new principal and deputy
principal. The previous principal and deputy principal had been in their positions for 34 years. The
school has lost two other posts of responsibility through retirements. Eight new members of staff
have been appointed since 2012. The school also completed six major infrastructure improvements
to provide a number of beautiful new facilities for all our pupils to enjoy.
Therefore, as our very busy school faced into its “2nd
Curve”, it was agreed that in order to
maintain the high standards of teaching and learning in the school we would have to reset two
cornerstones for our school community
1) well thought out channels for effective communication.
2) a culture where shared leadership was encouraged.
Having reflected on the huge changes in Spa N.S. over the last five years and looking at our
priorities for the next five years, it was agreed that
 In order for us to be true to our motto ‘Ní neart go cur le chéile’, quality relationships and
a school community in which every stakeholder would feel valued would be a top priority.
Developing an effective communication network within our school community would be
vital to attaining this goal.
 Core areas of education could be addressed more actively, consistently and sustainably if
responsibilities could be shared and leadership skills in all teachers and students were
recognised and appropriately encouraged.
 Effective communication and a culture of shared leadership would be very important as
we worked to
a) establish new policies/procedures/curricular initiatives/priorities in our school.
b) minimise confusion & disruptions
c) maximise time for quality of teaching and learning in the school
d) ensure continuity and progression in all subjects from class to class
 Many members of our school community have specific talents and areas of expertise
which could and should be used to benefit all.
Desired outcome(s):
It is hoped to establish an effective communication network within our school community where all
stakeholders are aware of and actively participating in the day to day events in our school.

39
We hope to empower all stakeholders to be full participants and leaders in the everyday life of the
school.
We hope to build confidence, trust and a ‘sense of belonging’ for all involved in our school
community.
We hope to improve the overall quality of teaching and learning and sense of wellbeing in the
school community.
June 2017:
 End of year reflection /review by school staff and the I.S.M. team highlighted a number of
items the principal and deputy principal felt should be a priority for the next school year.
 Application to participate in the ‘Forbairt’ Programme was made and accepted.
September 2017:
 A further S.C.O.T. analysis on Spa N.S. completed by the school staff. Items were discussed
with the Chairperson of the B.O.M., officers of the Parents Association and the student
council and feedback from these stakeholders received.
 Principal & Deputy Principal attended Forbairt 1
October 2017 :
 Principal & Deputy Principal attended A.L.C.1
 The S.C.O.T. Analysis was revisited by the staff and priorities were sought. Two areas came
to the fore.
 The importance/need for effective communication in the school.
 Agreement that we all wanted a school where shared leadership was at its very core.
 It was agreed that these issues would be the focus of the school’s Forbairt programme
 Principal & Deputy attended Forbairt 2.
 A survey sheet looking for ideas/suggestions on these areas was circulated to school staff,
ancillary staff, B.O.M., P.A. and student council. Principal met with all of the above
individually to gather any/all feedback.
 Following on from Forbairt 2, Principal and Deputy Principal agree to work on developing
‘Covey’s Emotional Bank’ theory within the staff.
November 2017:
 Principal & Deputy Principal attended A.L.C.2
 Following ALC2, Principal and Deputy Principal discussed ‘Forbairt Initiative’ with the staff.
All agreed that the initiative was a good one and very relevant to the school and didn’t
need a curricular angle to it.
 Follow up meetings with all stakeholder groups generated a list of 38 different suggestions
from all of the school stakeholder groups for the two strands of the project. This list was
circulated to all of the stakeholder groups for their consideration. Time was allowed for
people to mull over the suggestions.
December 2017:
1. Principal and Deputy Principal met with all stakeholder groups to review/prioritise their
suggestions and to ascertain how/when the suggestions could be implemented successfully.

PDST Primary Forbairt Initiatives 2017 2018

PDST Primary Forbairt Initiatives 2017 2018

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (15)

Similaire à PDST Primary Forbairt Initiatives 2017 2018

Similaire à PDST Primary Forbairt Initiatives 2017 2018 (20)

Dernier

Dernier (20)

PDST Primary Forbairt Initiatives 2017 2018