Forbairt Booklet 2018

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

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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 schoolsfor the 2017-2018 year. We would like to acknowledge
the wonderful work that has been undertaken by all the schools
involvedin theirinitiatives.
We would also like to acknowledgethe tremendous support of the
dedicatedgroup 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 experiencefor
the children in your schools – mol an óide agus tiocfaidh sí!
Finally,we wish to offer our sincere thanks to Eileen McNamee, Linda
Hogan and the administrationstaff of Clare EducationCentre. Their
support of the PDST Leadership programmes ensures their smooth
delivery throughout the year. – Go raibh mile maith agaibhar fad!
Nuala Taafe, Nóirín O’Connor, Joanne Bowers, Kathleen O’Shea,
Máire Nic an Fhailghigh,Laura Horgan, Bernard McHale, Máire
Regan-Walsh, Ann McHugh agusPól Mag Lionáin.

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Clár/ Contents
Darley National School Providingeffective 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 inline 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’sN.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
EnnisNational School Developing Leadership Capacity ........................................................................................ 53
Gaelscoil Bhaile Munna Múineadh Fóirne ............................................................................................................ 58
Kildysart N.S. HealthPromoting 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 CurricularAssessment................................................................................................ 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

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Scoil Niocláis Promotion of dialogue around teaching andlearning.......................................................................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 Playin School ..................................................................................................................................111
Donabate/Portrane Educate Together Leading a School Community Towards 21st
Century Homework...................113
BrackloonNS 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’sN.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..............................................................................................152
Scoil Mhuire, An Uaimh Aistear in Infant Classes .................................................................................................156
Scoil Padre Pio Developing our curricular planning..............................................................................................160
Scoil Náisiúnta na Croise Naofa Incredible Years..................................................................................................165
Kolbe Special School Developing newlanguage curriculum..................................................................................168
St. Eithne’s GNS Improving pupils’ oral language and communication skills..........................................................170
Knockrooskey N.S Spelling Initiative....................................................................................................................173
Convent Primary School, Newport Time for Action..............................................................................................176
Whitecross N.S. Assembly Initiative ....................................................................................................................180
St.Ita’s Special School Fostering positive lifelong outcomes for SEN students........................................................182
Drumoghill NS Oral Language and shared education...........................................................................................185
St Riaghan`sNS, Assessment for learning...........................................................................................................187
St Garvan’s NS Developing a school vision and mission statement........................................................................190
Kilbride National School SSE Gaeilge...................................................................................................................192
BroadfordN.S. Streamlining Literacyin our School .............................................................................................194
St Mary’s Junior School Review of In School Management & School Ethos............................................................198
Glenageary Killiney N.S. Yearly Road Map...........................................................................................................201
CoolardNS To Examine School Mission Statement/Motto....................................................................................203
St. Michael’sNS Exploring the benefits of giving feedback to pupils.....................................................................205
Salesian Primary School: Aistear.........................................................................................................................207

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Scoil an Bhaile Nua Feabhsú na Gaeilge sa scoil ..................................................................................................212
Scoil Chearbhaill Uí Dhálaigh Scéim Scríbhneoireachta sa Ghaeilge......................................................................216
Gaelscoil Chill MhantáinAthbhreithniú an Phlean Scoile......................................................................................218
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DarleyNationalSchoolProviding effectivefeedbackto pupils
Title of Project:
Providingeffective feedbacktopupilsandparentsinoral and writtenform.
Briefdescriptionof project:
A whole school approachtoprovide pupilsand parentswithmeaningful,effective feedbackinthe areaof writing
across the genres.The aimof the projectisto provide feedbackwhichwillhave the purpose of givingthe
stakeholdersthe toolstoimprove andenhance theirwork.
Contextof your school and of the project:
Our school has4 mainstreamteachers,one parttime special educationteacher,ateacherforour special education
classfor hearingimpairedanddeaf pupilsandtwospecial needsassistants. Enrolmentinthe school hasbeen
steadily increasingyearonyear.Althoughbasedinanurbansetting,manyof the pupilsattendingthe school are from
rural areas. Enrolmentsin2017 includedmanypupilsforwhomEnglishisanew language aswell astwopupilswith
considerable special needs.
Reasons for selectingthisarea of development:
1. The evidence providedbyProf.JohnWestBurnhamthateffectivefeedbackmayprovide pupilswitha+9
montheducational gain,inone year.
2. ResearchbyProf.JamesPennebaker,Universityof Minnesota,onthe effectivenessthatcarefullypresented
feedbackcanhave on students.
3. Whole staff discussiononthe areaof providingfeedbackandthe ineffectivenessof commentswrittenin
classwork copies/homeworkdiaries/readingrecordcardsor providedatparentteachermeetings.
4. The needforall staff tohave a commonbankof language/phrasesforprovidingfeedback.
5. To have a commonschool approachwhenprovidingfeedback.
Desiredoutcomes:
1. To establishaworkable,whole school approachtoprovidingfeedback.
2. To have CPD for all staff membersinthe areaof providingeffectivefeedback.
3. To use the WILFand WALT approach to settargetsand narrow feedbackinrelationtothe targetsset.
4. Throughmodellingandmonitoring,pupilswoulddevelopthe skillstoself assessandprovidethemselveswith
effectivefeedback.(2stars&1 wish)
5. To sustainthe commonapproach andprovide pupilswiththe skillstoempowerandmentorothers.
Stepsinvolvedin leadingand implementingthisproject:
1. Principal andDeputy Principal engagedwithstaff tosee how,we asa school provide effective feedback,what
iseffective feedbackandhowitcan be implementedmore effectivelywithinthe school.
2. Feedbackwascollectedfromstaff membersonthe benefitsof implementingthis projectthroughoutthe
school.
3. Afterconductingresearchvariousmethodologiesandtipsforprovidingpupilswitheffectivefeedbackwere
identified.
4. Afterstaff discussion,feedbackmethods/tipswereagreedforimplementationbyall staff.These were:
(A) Keepfeedbackasspecificaspossible-whatexactlywasdone well andwhatmaystill be needed.
(B) Use the feedbacksandwichmethod- compliment,correct,compliment.

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(C) Provide feedbackasearlyaspossible.
(D) Feedbackshouldbe orientatedaroundaspecificachievementthatthe studentisworkingtowards.
(E) Presentfeedbackcarefullybeingsensitive towardthe individual needsof eachpupil.
(F) Involve the learnersinthe process.Inmasteringaskill,pupilsneedtoknow whatstrategiestheyare
doingcorrectlyandwhat methodologiestheyrequiretodevelopthe skillfurther.
5. A bankof vocabularyandan agreedwhole school approachwasdeveloped.
6. Whole school CPDto be arranged to provide staff memberswithtraininginthisarea.
7. To make the implementationof the projectworkable,asteppedapproachisbeingusedandacohort pupils
were identifiedtobeginthe projectwith.
Monitoringof actions and keepingmomentumof project:
1. Providingeffective feedbackwasaregulartopicon the staff meetingagenda.
2. Informal discussion,breaktime /lunchtime,bystaff atthe endof a lessonwhere the projectmethodologies
were used.
3. Regularfeedbackfrompupilsonwhattheyfoundpositive/negativefromthe feedbacktheyreceived.
4. Sharingof writtenprojectsamongstaff- highlightingthe developmentof the skill and/orimprovementshown
as a resultof the feedback.
5. Discussionwithparentsatparent/teachermeetings.
6. Provisionof praise andfeedbacktostaff membersbythe principal/deputyprincipal toencourage
momentumandengagementinthe project.
7. Assessingprogressinpupils’writtentasksbyusingpupils’hardbackwritingbooksasanassessmenttool,
whichwill gauge the effectivenessof the implementationof the project.
Evaluation of Initiative:
Evaluatingthe initiative ischallenginggiventhatthere are notangible assessmenttoolsavailabletomeasure success.
Evaluationandsuccesswill be measuredby
1. Monitoringpupilswrittentaskswithspecificattentiongiventothe developmentof skillsasaresultof effective
feedback.
2. Feedbackfrompupils.
3. Feedbackfromteachers.
4. Feedbackfromparents.
5. Motivationof staff and empoweringstaff toundertake keyleadershiprolesinthe implementationof this
project.
LeadershipDevelopment:
The Principal andDeputyPrincipal hadthe keyrole inLeadingLearning.Bymodelling,mentoringanddialogue,staff
memberswere empoweredtotake onkeyleadershiprolesinthe implementationof the project.
The projecthighlightedthe collaborationof staff andthe positive school culture whichexistswithinthe DarleyNS.

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GaelscoilPhortLáirgeCruinneasna Gaeilge
Ainm na Scoile:Gaelscoil PhortLáirge
Teideal an Tionscnaimh: Cruinneasna Gaeilge i dTimpeallachtna Scoile a Fheabhsúagus béimar Ghaeilge saChlós
Cur síos gearr ar an dtionscnamh: Beimid ag díriú agus agcur béime ar chruinneas na teanga timpeall na scoile,agtosú sa
chlós. Cnuasach frásaí ginearálta,bunúsach a chur lechéile,lecinn simplí do na Ranganna Naoínán,ag éirí níos deacra aggach
leibhéal. Beimid ag cur leo i rith na bliana.
Comhthéacsna scoile agus comhthéacs an tionscnaimh:
Is Gaelscoil muid,ar imeall na Cathrach,le215 dalta. Is í an Ghaeilge gnáththeanga na scoile. Le tamall fada anuas,tá frustrachas
ag baintleis an méid botún atá le cloisintó na páistí d’ainneoin ár n-iarrachtaí snaseomraí ranga. Tá scéimdearfach i bhfeidhm
chun na páistí a mhealladh an Ghaeilgea úsáid ach ní bhraithimid go bhfuil an cruinneas ann. Cé go mbíonn gach múinteoir ag
déanamh a dhíchill,níl an caighdeán sásúil do Ghaelscoil.
Cúiseannaar roghnaíodhan topaic seo: Tagann an t-ábhar agus an fhadhb seo chun solaisgo rialta agna cruinnithe,agus á
phlé arís ledéanaí, theastaigh ó na múinteoirí go léir roinntfrásaí a chur lechéilea bheadh in oiriúintagus 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 –agbraith ar chruinneas agus tuiscintna Gaeilge,bhraitheamar go raibh séfíor-
thábhachtach tabhairtfaoin dtionscadal seo. Caithfidh gach múinteoir an teanga oiriúnach a thabhairtdo na páistí ionas go
mbeidh siad in ann cluichí clóisa imirtlemuinín as Gaeilge.
Torthaí ar mhaith libha bhaint amach: Ba mhaith linn go mbeadh níos mó Gaeilgele cloisinttimpeall na scoileagus go
mbeadh cruinneas agus saibhreasteanga lecloisint.
Beidh gach múinteoir ag múineadh foclóir áirithenua agus agdul siar ar an bhfoclóir atá acu cheana féin.
Ag tionól na maidine,beidh an príomh oide agdíriú ar teanga nó frásai áirithe,m.sh. rainn scipeála:Tei dí Béar; Eanáir,Feabhra…
Beidh na rainn seo foghlamtha agus cleachtaitheaggach 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 Gh aeilgea labhairt
níos mó as a stuaimféin.
Táimid agiarraidh freagrachta spreagadh i ngach múinteoir chun an Ghaeilgesa scoil seo a fheabhsú ar son na scoile,anois agus
sa todhchaí. Go mbeimid go leir oscailteagus toillteannach éisteachtletuai rimí agus smaointí a chéile,agus go mbraithfidh gach
múinteoir páirteach sa tionscadal. Tá séan-tábhachtach don tioncnamh seo go mbeidh comhoibriú ar siúl eadrainn.
Ceannaireachti gcur i bhfeidhmantionscnaimh seo – na céimeanna:
Bhí cruinniú foirneleis an bhfoireann iomlán - roinntei ngrúpaí ar dtús le tubsmaointeoireachtar siúl. Ansin,thángamar ar aisle
chéileagus phléamar na tuairimí go léir. Chuireamar plean gnímh le chéile, agdíriú ar na smaointí a bhí réalaíoch dúinn mar
scoil.
Bhailíomar roinntachmhainní a bheadh agteastáil uainn chun na straitéisí a chur i bhfeidhm.
Shocraíomar ar na hachmhainní a scaipeadh agan 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:

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Bhí monatóireacht neamhfhoirmiúil ar siúl agus na rainn á dhéanamh againn lechéileagtionól mar scoil iomlán. Bhí
monatóireachtfoirmiúil ar siúl aggach múinteoir i rith na gcluichí clóis lasmuigh agus iad ar dualgasclóis. Bhí seicliostaí
oiriúnachaagainn chun measúnú a dhéanamh. Ionas go raibh an teanga oiriúnach múinteagan bpointe sin,tugadh muinín
dogach páisteagus ní amháin go raibh níos mó Gaeilge le cloisinttimpeall 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 detréimhse 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 agaon amamháin. 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 áirithea bheadh agteastáil
chun iad a imirtleis na páisti i ngach rang. Cuireadh tuairimí na bpáistí leisan gcnuasach agus leisan seicliosta.
Tar éis cúrsaí a phlélechéile, 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 monatóireachtdodhéanta agus an tionscadal róleathan.
MeasúnúTionscnaimh:
Tá difríochtan-soiléir timpeall an chlóis,agéisteachtleis an gcumarsáid atá ar siúl idir na páistí. Tá frásaí oiriúnacha agus cruinn
le cloisintó na páistí go léir,pé cluichea bhíonn ar siul acu.
Mheasamar éifeacht an tioncnaimh trí suirbhéa dhéanamh leis na páistí agus aiseolasa fháil ó na múinteoirí.
Braithimid go raibh comhoibriú iontach ar siúl idir na múinteoirí. Chabhraigh séleis na múinteoirí nua ach go háirithe,a d tuairimí
a phlé. Thug sé seans dúinnean cheannaireachta dháiltagus a thaispeáintdon bhfoireann go bhfuil muinín againn as a ch éile
agus meas ar a chéile.
D’éirigh linn na spriocthorthaí réamhbheartaithea bhaintamach ach tá sé ar intinn againn cur leis an gcnuasach frásaí atá curtha
le chéilenuair is gá.
An t-aon rud diúltach a dtugamar faoi dear ná go raibh sédeacair do na tuismitheoirí a bheith páirteach toisc nach bhfuil mórán
Ghaeilge agan-chuid acu.
Níor thuigeamar go mbeadh an méid céanna spraoi agbaintleis an tionscnamh,ó thaobh páistí agus múinteoirí de, go háirithe ag
tionól na maidineagus i rith ama chorpoideachais.

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Forbairt Cheannaireachta:
Ceapann an bheirt again go bhfuil feabhas tagtha ar ár gcumais cheannaireachta debharr an tionscnaimh seo,cinnte. Bhí orai nn
éirí níos fearr le húdarás agus cúramaí éagsúlaa thiomnú do dhaoineeile 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 lechéileagus díriú ar chúrsaí
tabhachtacha scoile,agláidriú an ghaol sin. Bhí sé go hiontach bheith in ann am a chaitheamh l e chéilego sóisialta lecinnirí ó
scoileannaeile.
D’fhoghlaimaíomar go bhfuil séan-thábhachtach mionchéimeanna a thógaint,agus deis a thabhairtdo 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 agiarraidh an iomarcaa dhéanamh go róthapaidh.
Phléamar an plean ar dtús leis an bhfoireann go léir. Ansin chuireamar acmhainní lechéileagus bhí aon mhúinteoir a raibh b reis
eolais nó scileanna áirithe/níos mó taithí acu sásta ceachtanna samplachaa mhúineadh do ranganna nó don ghrúpa féin. Pléadh
na cluichí éagsúla leisna páistí agus moladh dóibh a smaointí féin a chur i láthair. Ansin chuireamaraon rud nua leis an b plean
agus déanadh liosta defrásaí oiriúnachado ghach rang,ó Naíonáin go R6. Chuireamar scéimpíolóta ar siúl ar feadh tréimhse
agus múineadh an teanga do na páistí trí chluichí. I ndiaidh na scéimesin,déanadh monatóireachtfhoirmiúil agus
neamhfhoirmiúil sa chlósagus timpeall na scoile.
Níor tháinigaon cheannairenua chun solais ach bhí an-chuid comhoibriú lefeiscintagus dearcadh dearfach lebraith.
Thug an tionscadal seo deis do na múinteoirí nua ar an bhfoireann iad féin a bhraith páirteach agus tábhachtach i bforbairtna
scoile.
Ionas go raibh múinteoirí nua tagtha ar an bhfoireann ag tús an tionscnaimh seo,thug sé seans do gach duine éirí níos compór daí
lena chéile. Anois,roinneann gach duine a dtuairimí go hoscailteleis an ngrúpa,m.s h. i gcruinniú foirne,agus braithimid go leir
muiníneach smaointe nua nó réitigh faidhbea mholadh agus a phlé.
Is scileannatraschuraclaimiad seo go léir agus in úsáid againn ó thús na tioncnaimh seo, go háirithean mheantóireacht agus an
dea-shampla a thaispeáint.

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Carriganima N.S. AntiBullyingPolicy
Title of Project: Upgrading and Enhancement of Current Anti Bullying Policy
Brief description of leadership initiative:
 The updatingof anti-bullyinginline withdepartment of education guidelines andrecognised best practice.
 Increase awareness ofthe issue of bullyinginthe school populationandwider school community.
 How to deal effectivelywith a situationof bullying inside andoutside 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
mainlycome 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 policyto take account ofnew forms of bullying.
 The needfor staff to upskilland be familiar with best practise in this area.
 To highlight new forms of bullying especiallyonline bullyingamongst the school population, staff andwider school
community.
 To discover what agencies andresources are available to staff.
 Current school policywas not robust enoughto deal withthe changing landscape of bullying. The policywas nolonger an
aid to staff.
 To deal effectivelywithbullyingthat maytake 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 effectivelydeal with online bullying.
 Build up a new resource bank of information in this area.
 That staff engage effectivelywith 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.

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 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 communitybecame aware of different forms of bullying and how to counteract this.
 How to highlight the problem of bullying effectivelyto children through integrating different areas of the curriculum.
Leadership Development
Leadership Skills
 Personnel withauthorityin the school have learnedto delegate andempower staff withmatters that would have been
exclusivelydealt with bysenior members ofstaff before this project.
 Staff feel that the senior personnel inthe school have confidence and trust in themwhendelegating tasks.
Principal /deputy Principal Relationship
 The relationshipbetweenthe principal andthe deputyprincipal hasalways beengood. This project has reinforcedthis and
confirmedthe sharedvalues that bothhave for the school. Forbairt has highlightedhowgood staff relations canadd
immenselyto anyschool environment.
What have school leaders learned
 School leaders have learnedthe importance of appreciating school staff andhow to cultivate this.
 When staff completeda project or task theyshould be praisedandacknowledgednot ignored.
 Good communicationis vital ifall staff is to buyinto the directionthe school is taking.
 Staff shouldbe asked politelyto take ona project andnot be dictated to.
Leadership Strategies
1. Dialogue: Duringour Croke parkhours all members of staffwere invitedto give their opinions onwhat initiative we should
undertake.
2. When we decidedonaninitiative the staff as a team decidedwhat steps we shouldtake andto whoshouldtasks be
delegated to.
3. Modelling:Senior members of staffmodelledwhat to do when dealing withanissue of bullying andwhat measures are in
the school to deal withthis.
4. Monitoring:The directionof the initiative was discussed regularlyduring Croke park hours. All members of staff disclosed
what was going well and what didn’t work andthisshapedthe project as it progressed.
5. Mentoring:Members ofstaff were toldat Croke parkmeetings that theycouldtalk to the principal and vice principal and
express anyconcerns at alltimes. Duringthe initiative, the principal and deputyprincipal went intoteacher’s classrooms
and discussedthe project with individual members of staff.
New Leaders
6. New members were more than happyto take responsibility during this project. This happenedas the right environment
was createdandconfidence wasplacedinthe individual. Senior members of staffhave learnedto delegate and to trust
others.
Parent /School Relationship
7. The relationshipbetweenthe school andparents has improved. The project has givena voice to lessprominent parents.
Parents have a better understanding ofthe internal workings ofthe school. Parents have confidence inthe procedures
and transparencyof the school. Ifanincidence occurs parents knowwhoto contact and what actions will follow.
Transferable Skills
8. The most important skill that canbe transferredto allareasof school life is the abilityto boost andsustain staff moral and
self-esteem. Ifstaff are happyinthe school andfeel appreciated theywill be more likelyto take on extra tasks and
relieve pressure from senior members ofstaff.

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RayNationalSchoolSharedEducation and Oral language
School Name: Ray NS
Title of Project:
Shared Education and Orallanguage
Brief descriptionof leadershipinitiative:
This year we decided to take part in a Shared education projectwith our
neighbouring school. Each teacher will haveleadership role within the Initiative
which we believe will further strengthen our staff as a team.
Context of your school and of the leadershipinitiative:
We are a small 3 teacher primary schoolwith 69 pupils. We have 3 mainstream
teachers, 2 supportteachers and 2 SNAs. Both our schools arein a ruralsetting
outside of a small village. Our Ethos is Church of Ireland and our pupil population
has a mix of severalProtestantchurches 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 schoollife. The teachers of both schools know
each other but have never worked closely together.
Reasons for selecting this areafor development:
We have decided to select the area of Oral Languageand problem solving. Both
schools havea similar mix of pupil abilities. The schoolwill work in collaboration
with the other school. We areaiming to encouragedevolved leadership within
each class group and shared leadership with Drumoghill NS.
Desiredoutcome(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 schoolteam we hope to improveour individual leadership skills
and increased collaboration between staff members. We aim to open
communication between both schools and shared education.
Steps involvedinleading and implementing this leadershipinitiative:
Staff attended meeting to set up the Initiative.
Both teaching staff met up to discuss whatwewould 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 fromeach schoolwill be co-ordinating and leading the whole project. In
each class level both teachers will meet and plan activities for their class.

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We agreed to work together on OralLanguage and Problem Solving using the
following steps.
The children from both schools willmeet on eight occasions between January and
June.
In the infant room we are using Aistear to incorporateoral language through play
and socialisation. In all classrooms an orallanguage programmecalled 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 sharewith 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.
Monitoring of actions and keeping momentum of the leadershipinitiative:
The Leadership team are over-seeing the projectand mentoring the class
leadership teams as issues arise.
All plans, forms and actions areco-ordinated into one folder for anyone to access.
Each leadership team at class level are monitoring with each other the progress
they are making throughoutthe initiative.
We will usethe following examples throughoutto monitor, to help keep the
momentum of the project and encourage feedback. Eg, pupil surveys, examples of
work and parent survey
Evaluationof initiative:
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 schoolhas forced us out of our comfort
zone and given us the courageto 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. Ithas been particularly valuable to the 6th
class pupils who havebuilt
new friendship with children they will meet again in post-primary school.
LeadershipDevelopment
We have a shared focus which has empowered both Principaland Deputy
Principal to lead the initiative. Communication has opened up between all staff
members and having a shared purposewhich 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
supportthe initiative in futureyears. 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.

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GaelscoilEoghain UíThuairisc FoghlaimFónaiceagusan Litriú
Teideal an Tionscnaimh: Athrúi ModhannaMúinte agus Foghlamafónaice agusanlitriú(SaGhaeilge agussa
Bhéarla) a threorú agusa chomhroinnt.
Cur síos gearr ar an dtionscnaimh:Feabhasa chur ar scileannafónaice aguslitriúnabpáistísaGhaeilge agussa
Bhéarlaar bhonnscoile iomláine.
Comhthéacsna scoile agus comhthéacs an tionscnaimh:
Is Gaelscoil i mbaile Cheatharlachíár scoil le 483 daltaagus 24 múinteoir.Toiscgobhfuil furmhórna
dtuismitheoirínachbhfuil anGhaeilge aradtoil acu agus go bhfuil fonnorthutacaíochta thabhairtdá bpáistíón
gcéadlá scoile dóibh,roghnaíomargantumoideachasiomlánabheith inárscoil.Déantarréamhléitheoireachtagus
fonaica mhúineadhtríBhéarlai NaíonáinBheaga,taobhle taobhleisangclár Aistearchunna scileannaGaeilge a
fhorbairt.Óthús NaíonáinMhóra ar aghaidh,dírítear ar an léitheoireachtGhaeilge chomhmaith.
Cúiseanna ar roghnaíodh an topaic seo: Bhraitheamar,marfhoireannscoile,goraibhan scéimfónaice aguslitriúdon
Bhéarlaeaspachagus go bhféadfadhnapáistícaighdeánníosairde a bhaintamachdon méidoibre abhí á chur
isteach.Seachasdul ar aghaidhleisangcóras a bhí againn,bheartaíomarar an ábhar a oscailt agus a phlé leisan
bhfoireanniomlánchunféachaintarbhfhiúaonchuiddenchórassina choiméad.
Torthaí ar mhaith libha bhaint amach: ‘Sé a bhíomar ag iarraidha bhaintamach ná ardú ar chaighdeánanlitriú
sna páistíagus chun teachtair sin,córas níos iomláine/fearr/doimhne/cinnte donfhónaicabheithi bhfeidhmar
bhonnscoile iomláine.Ghlacamarleisanbhfreagrachtanpróiséasabhunúagus a threorú.Mar chuidden
phróiséas,d’oibrighgrúpaíbeagamúinteoiríle chéile chunscrúdúadhéanamhar an gcóras a bhí againnagus chun
moltaía thabhairt.Rinne gachgrúpa taighde arscéimeannaéagsúla.Thugmúinteoiramháinant-aiseolasarson
an ghrúpa agusd’eascairplé foirne níosleithneagusníosdoimhne uaidhsin.Nuairabhí an fhoireannsástago
raibhan córas is fearroghnaithe d’árgcomhthéacsscoile,rinneamaré achlárú.Rinneadhsocruithe chunna
pleanannascoile saGhaeilge agussaBhéarlaa leasúchunaitheantasathabhairtdo na hathruithe seo.Cuireadh
na pleanannaseooscomhairan BhoirdBhainistíochtaagusglacadhleo.Beidhnapleanannaleasaithe seoi
bhfeidhmagtosúi Meán Fomhair2018 agus tá cuidde na hathruithe ágcur i bhfeidhmagmúinteoirícheanaféin.
Ceannaireachti gcur i bhfeidhmantionscnaimh seo – na céimeanna:
Tugadh guthdo gach múinteoirmaidirle téamaantionscnaimhagusroghnaíodhtionscnamhageascairtón bplé
foirne sin.Bhídeisag gach duine obairthaighde adhéanamhlaistighde ghrúpabeagagustháinigcinneadhfaoin
struchtúra chuirfimisarantionscnamhas sin.Beidhgachmúinteoirfreagrachasan gcóras nuaa chur i bhfeidhm
leisnapáistí go mbíonnsiadag obair leo,pleanáil adhéanamhchuige sinagusmeastóireachtadhéanamhar an
dul chun cinn.
Monatóireacht gníomhaíochtaí agus dul chun cinn:
Ní bheidhanpleanseoá chur I bhfeidhmgohiomlángodtían chéad scoilbhliaineileachleanfaidhanplé faoindul
chun cinnag cruinnithe foirne.Beimidmagbraithar bhreathnóireacht anmhúinteora,arobairna bpáistí,ó bhéal
agus i scríbhinnagus déanfarscagadhar thorthaí na scrúduithe caighdeánachaagdeireadhnascoilbhliana.
Déanfarathbhreithniúmásoiriúnach.
MeasúnúTionscnaimh:
Toisc gur eascairábhar an tionscnaimhseoónbhfoireanntheagaisc,bheifíagsúil gogcuirfeadhgachoide i
bhfeidhmgofonnmharagusgofuinniúilé.Táimidagsúil gobhfuil fástagthaar an bhfoireannmaidirle páirt
ghníomhacha ghlacadhi bplé agusi gcinntíscoile agusgo dtuigeannanfhoireanntheagaiscgobhfuil fáilteroimh,
agus measar a dtuairimíproifisiúntamaidirle cúrsaíscoile.
Forbairt Cheannaireachta:
Go cinnte,braithimidgobhfuilforbairttagthaar ár scileannaceannaireachtaóthúsan tionscnaimhseo.Táan gaol
eadrainnníosláidre náriamh.Tá níos mó muiníne againnanoisasan gcur chuige a d’úsáideamarle linnan
phróiséisseoagusbheimisoscailte triail abhaintasstráitéisíéagsúlaasseoamach.Toisc gur tugadháit lárnachdo
thuairimíproifisiúntagachball foirne, bheimisagsúil gombeadhfonnar dhaoine adtuairimía roinnti ngrúpaí

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St. Joseph’sNationalSchool Developing GaeilgeNeamhfhoirmiúil
Title of Project: DevelopingGaeilge Neamhfhoirmiúilthroughoutthe school,onanincremental scale
Briefdescriptionof leadershipinitiative: StartingwithGaeilgeNeamhfhoirmiúil, we willfosterandencourage pupil
competencyandconfidence inIrish.
Contextof the school and ofthe leadershipinitiative:
St. Joseph’sNationalSchool wasbuiltin1967. It is a small school ina rural settingwith71 pupils.The school isco-
educational withmulti-streamclassesandthree mainstreamclassteachers.There isone full time SEN teacher anda
part-time SNA.
Our PleanScoile andschool policieshave beenunderintensereview overthe pastfew yearsandas suchwe are used
to consultationandworkingtogetherasa staff.We revisedourGaeilge Pleanduringthe 2016-2017 school year,with
the supportof a PDST facilitatorinMay ’17, and have committedtoincreasingpupil’sconfidence andcompetencein
the language.
Reasons for selectingthisarea for development:
The childrengenerallyhave apositive attitude towardsGaeilge andtheyare competentintheirabilities.However,we
findthatthe childrenreallyonlyassociate Gaeilge withlearningitinthe contextof a teachinglessonand theyare not
as confidentaswe wouldlike themtobe inspeakingIrish,particularlyoutside of the Gaeilgelesson.Throughengaging
withthisinitiativewe hope to:
 developGaeilge throughoutthe school,startingwithimplementinganincrementalplanforGaeilge
NeamhFhoirmiúil fromJuniorInfants-Sixthclass
 initiate aculture of sharingour expertise atstaff meetings
 integrate Gaeilge withothersubjects
 encourage the childrentouse Gaeilge outside of the typical Gaeilgelessonbypromptingthemandaskingthem
questions
Desiredoutcomes(s):
Followingthe implementationof amore structuredand incremental approachtoteachingandencouragingGaeilge
Neamhfhoirmiúilwe hope:
- To promote a more positive andconfidentattitude tothe speakingof Irish.
- The school will have a consistentbankof Irishphrases.
- Pupilsandstaff will speakIrishonaregularbasisthroughoutthe school day.
- The projectwill leadthe waytowardsintegratingthe Irishlanguage intootherareasof the curriculum.
- To developaco-ordinatedincremental approachtoimplementinganddevelopingGaeilge
Neamhfhoirmiúil,inall classes.
- To encourage the childrentouse Gaeilge throughoutthe school andtoconverse confidentlywitheach
otherand the teachersinan informal setting.
- We hope the staff will be more confidentintheirownskills.
beagaagus i ngrúpaí níosmó amach anseo.Toiscgo bhfuil breismuiníne aganbhfoireannastuféinagusasa
chéile,spreagfaidhsé daoinechunról níosgníomhaí a ghlacadhas seoamach.

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Stepsinvolvedin leadingand implementingthisleadershipinitiative:
 Througha processof consultationwithall staff membersthe projecttitle waschosen.
 Initial staff meetingtointroduce the projectbythe Forbairtteam.
 Observationof pupilsbothinandoutof classand theirengagementwithIrish.
 Regularinschool Forbairtmeetings.
 Introductionof the projecttothe widercommunity-BOMand Parent’sAssociation.
 Consultative process- draftingof phrasesacross3 class levels(Junior,middle andupper).Commontheme-
incremental.
 Modellingof waystoencourage pupilstospeakIrishandimprove interestlevelsandcompetency.
 ALC meetingslocally.
 ‘Forbairt’onthe agendaof staff meetingstoensure highlevelsof communicationandcollaboration.
 Monitoringof successthroughengagingthe childreninconversation,feedbackfromstaff,checklistof phrases
learnedandthose whichare emerging.
The leadershipchallengeswere:
 Definingthe projectwasinitiallyanissue.
 Our time line wasthrownoff kilterbecauseof otherDepartmentledinitiatives(PLC,ChildProtection),
preparingforthe schools100 year anniversaryandotherevents.
 Findingthe time toprioritise thisproject.
 Findingthe time tomeetregularlyasa whole staff.
 Keepingthe momentumupparticularlywhenothereventstookprecedentatstaff meetings.
 Measuringthe successof the project.
Monitoringof actions and keepingmomentumof the leadershipinitiative:
 Initiative isonthe agendaatstaff meetingsfordiscussionandreflectionof practices.
 The teachersknowthe relevantphrase(s) of the weekandrecordthese intheirfortnightlyplans.
 Teachersare encouragedtoreflectonthe initiative inthe reflectionsectionof theirCM.
 Encouragingthe childrentospeakGaeilge outsideof the classroomthroughposingquestionsasGaeilge and
cluichí.
 Overall the projecthasbeenasuccesshoweverwe hopedwe wouldbe furtheralonginthe processbut
othereventsthroughoutthe yearhinderedprogress.
 Thisis an ongoingprojectandthe listof phraseswill be amended/addedtothroughoutthe nextschool
yearso that theyare more closelylinkedtoGaeilge themes.
 The impact of the projectisongoingandwe will evaluate itthrough:
 Teacherobservation
 Feedbackfromteachersandpupils
 Reviewof the phrases
LeadershipDevelopment:
Participatinginthisinitiative,andinForbairtona whole thisyear,hasnurturedleadershipdevelopmentin ourschool.
It has strengthenedthe bondbetweenPrincipal andDeputyPrincipal andwe share astrong visionforthe school going
forward.
Participationinthisinitiative hasalsodevelopedthe workingrelationshipbetweenmembersof staff –discussionand
dialogue amongteachersisongoing.
The opportunityforthe Principal andDeputyPrincipal tohave time awayfromthe school wasinvaluable- time
constraintsinschool meanthat one-to-oneconversationsdonothappenasfrequentlyasdesired.Ithashighlightedthe
importance of ensuringconsistenttime inschool betweenthe ISMteamfor qualityproductiveengagementand
distributedleadership.
The experiencewillalsotransfertootherareasof school life,particularlySchoolSelf-Evaluationprocessand the
PrimaryLanguage Curriculum.

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ClaregalwayEducateTogether LiteracyLiftOff 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 skillsby focussingon a challengethat arosethi s school year.
A new initiativewhilewelcomed by everyone developed the potential to causedischord with different approaches beingput
forward. We both sawthis and acted. The aimwas to bringtogether the differingviews of staff and move forward positi vely
with our new Literacy Lift Off programme (at pilotstage).
(Situational Awareness) Claregalway EducateTogether is a six teacher rural DEIS school with a SET team of 2 fulltimeteachers
and one parttime teacher. Literacy Lift Off was piloted in 2016-17.Whileminor difficulties were encountered and staff had
different viewpoints as to the direction to take moving forward,the scheme was considered excellentand the purchaseof Big
Cat Books was approved by all.The Senior Infant teacher spearheaded the initiativeand worked tirelessly getting parents to
cover all the books and sort into boxes. Shelves, strongzipped envelopes and specific copies/ folders werepurchased.
Children and parents were enthusiastic.Readingcertainly took off. This year the SET team steered the school in a slightly
different direction.Feedback indicated that certain aspects were causingdifficulty with the roll out.
Reasons for selecting this area for development: (Courageto Act)
Both the principal,Terri Claffey and the deputy principal,Niamh Mannion sawthe need to acturgently and decisively when
differingstrong opinions emerged regardinga change in direction for Literacy Lift Off this year. It had the potential to di vide
the staff and some were feeing disillusioned.Compromisewas necessary but the challengewas to achieve a more streamlined
approach without losinggoodwill.
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 termsof 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.

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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 meetingto 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 (pu pil,
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.

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St. Columbanus’NationalSchoolImplementation of thePrimaryLanguageCurriculum
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.

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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 classroompractice, 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 classroomvisits, 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.

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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.

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Rathoe NationalSchool Movementthrough theschool
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 classroomand 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.

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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.

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ScoilChaoimhín NaofaA collaborativemodelof 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.

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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.

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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 classroomat 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.

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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.

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ScoilMhuireFatimaBein lineon 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.

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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.
Leadership Development:
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.

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ScoilRéaltna Mara Rotationwithinthecontextof a three-teacherschool.
Title of Project: To provide opportunities for rotation within the context of a three-teacherschool.
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.

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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.

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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.

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ScoilCarmelLiteracySupport
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 areafor 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 aimwas 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 involvedin 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.

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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.
LeadershipDevelopmentWe 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.

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Spa NationalSchool EffectiveCommunicationand a Mindsetof SharedLeadership
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.

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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.

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2. A list of New Year resolutions for Spa N.S. was finalised, ready to be implemented in
January 2018. The list contained
 12 opportunities for staff to take leadership roles
 15 changes/strategies which could greatly enhance the communication networks in our
school community.
3. Principal applied for PDST workshop on ‘Distributed leadership’ in February 2018
January 2018:
4. Principal & Deputy Principal discussed with staff members what they needed to launch their
area for leadership, how when and where they would like to begin. Principal would meet
with them every fortnight to discuss progress.
5. Principal and Deputy Principal lead the introduction of the agreed changes to enhance
communication channels in the school.
 Principal and Deputy Principal attended Forbairt 3.
February 2018:
 Croke Park time used to allow staff to discuss the progress made so far, any challenges and
difficulties encountered and elicit solutions to these.
 Principal attended PDST workshop on ‘Distributed Leadership.
March 2018:
 Principal and Deputy Principal attended Forbairt 4.
 Staff review of leadership initiatives and effectiveness of the ‘new communication channels’
 B.O.M. and Parents Association review of new changes.
 Croke Park time used to allow staff to look at the ‘Looking at our School 2016 ’ document as
part of S.S.E. review within the school.
April 2018:
 Final Review with all stakeholders of the Forbairt initiative and the changes it has brought
to the school.
 Draft Report completed by the Principal and Deputy and circulated to all participants.
 Feedback sought and noted.
 Final Report completed and forwarded to the P.D.S.T.
 Biggest challenge: Finding time to devote to the programme
Ensuring ‘buy in’ from all stakeholders
Meeting the challenge: The programme is a GENUINE PRIORITY for our school.
Very important to be available to hear all stakeholders’ input
Monitoring of Leadership Initiative
- Weekly meetings between Principal and Deputy Principal
- Regular meetings of the school’s I.S.M.
- Regular meetings with staff, P.A. and B.O.M. to elicit suggestions and feedback throughout
the project.
- Circulation of surveys used to other stakeholders to facilitate discussion.
- Flexibility to allow changes and amendments to action plan.
- Feedback was always welcomed and shared.
- Staff members monitored their own initiatives and allowed to report progress to staff.

Forbairt Booklet 2018

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