Google Reference Schools

Holy Spirit Senior Primary School

Case Study: Ireland’s First Google Reference Primary School

In 2022, Holy Spirit Senior Primary School made history by becoming the first primary school in Ireland to be recognised as a Google Reference School. This milestone marked the culmination of an exciting journey—one that blended policy, practice and passion to transform teaching, learning and assessment in a 21st-century learning environment. The many benefits of the experience included enhancing staff collaboration, boosting student engagement and opening the door to new, innovative learning possibilities. Underpinned by Chromebooks and Google Workspace for Education, this digital learning journey has had something of a transformative effect on the entire school community.

The Journey to Recognition

Rewind to 2018, when Holy Spirit was just getting started in the digital learning space. With no computer  room – or even a Wi-Fi connection – the school was  still convinced about the potential of online tools, so decided to embark on its own digital learning journey.  

“Before investing, we wanted to see how other primary schools had approached it,” says Deputy Principal, Audrey Cooney. “I spoke with school leaders who had deployed Chromebooks and Google Workspace for Education. The benefits of Chromebooks were immediately obvious; they were durable, quick to load, easy to use and affordable – all factors that influenced our decision.” 

It wasn’t long before the school purchased their first 60 Chromebooks and set up Google accounts for staff and students. After becoming confident with basic apps, such as Drive, Docs, Sheets and Slides, teachers and learners began exploring other tools and apps to bring new dimensions to teaching and learning. 

“It’s been an incremental journey, but we’ve made excellent progress. We’ve come so far – from nothing at all, to a situation where Google tools have become such a natural part of our day-to-day teaching,” says Audrey.

By 2019, the school expanded Google Workspace accounts to include students, and began using tools such as Google Docs and Google Drive to streamline planning, resource sharing, and internal communication. The school also participated in the Back to School with Google event that year, where they joined a wide range of inspiring speakers and educators to share their experience. This helped shape a vision for how digital tools could enhance both pedagogy and school management.

When the COVID-19 pandemic struck in 2020, the school’s investment in digital infrastructure proved invaluable. Remote learning was implemented almost seamlessly, with Google Classroom becoming the central platform for sharing lessons, videos, assignments, and interactive learning games. Teachers used Google Meet daily to connect with students, conduct virtual staff meetings, and ensure that the school community remained cohesive and supported during a time of uncertainty. Engagement was tracked through Google Sheets during a whole-school virtual exercise challenge, while Jamboard, YouTube and Google Slides enabled the continuation of project-based learning. The school also used Google Forms for assessment purposes and to gather feedback from parents, staff, and pupils—amplifying voices and supporting ongoing school self-evaluation.

In 2021, the school further embedded digital tools into everyday systems. Google Sheets became central to tasks such as timetabling PE and outdoor learning spaces, managing Chromebook access, conducting book audits and maintaining detailed assessment records. These practices streamlined administrative work and made data more accessible and actionable for staff.

Google Reference School 

The year 2022 marked a turning point, as Holy Spirit Senior Primary School was officially recognised as a Google Reference School. This recognition was not only a validation of the school’s efforts but also a celebration of its culture of innovation and continuous improvement and willingness to share its expertise with other schools and educators.

Partnership with Dorrego Primary School 

But their journey didn't end there. Their use of Google Workspace for Education continues to evolve as they continue to create unique learning opportunities for their students. Recently Holy Spirit Senior Primary School partnered with Dorrego Primary School in Buenos Aires—another Google Reference School. Both schools use Google Sites to host all of the work they completed as part of their project. The children also use other Google Workspace for Education tools throughout the year. For instance, they use Docs to write profiles and letters to one another, as well as sharing recipes of local cuisine. They also use YouTube to create videos to teach one another about their cultures. And of course, the most exciting element of the project is when the students get an opportunity to speak with one another on Google Meet.

Enhancing Staff Communication and Collaboration Through Google Sites 

In recent years, a key objective at Holy Spirit Senior Primary School has been to enhance internal communication through the effective use of Google Workspace for Education tools. A significant step toward achieving this goal was the development of a staff intranet using Google Sites. This platform integrates seamlessly with other Google tools, providing a user-friendly and efficient solution for staff communication. The first Site created, known as the Staff Hub, serves as a centralised resource for all staff members. It replaces the need for extensive printed materials—such as staff handbooks—with a more environmentally sustainable digital alternative. The Hub includes essential information on school procedures (e.g., fire drills and yard duty), curriculum expectations, and links to staff well-being resources. It has proven to be an invaluable tool not only for long-standing members of staff but also for new colleagues navigating the demands of a busy school environment. 

Another key development was the creation of the school's Digital Hub—a collaborative Google Site designed to support staff in integrating digital tools into their teaching practice. One of the major advantages of using Google Sites is the ability to invite colleagues to co-author content, allowing staff to contribute their expertise and build the resource collectively. The Digital Hub serves as a repository for teaching ideas, links to valuable online resources, and a dedicated troubleshooting section. This has significantly reduced the volume of day-to-day technical queries, empowering staff to find quick solutions independently and fostering a more digitally confident school culture. 

The most recent addition to their suite of Google Sites is the Student Council Site, designed to amplify student voice and promote active participation within the school community. This platform provides a space for the Student Council to share updates from their meetings, showcase photos of their initiatives, and maintain a calendar of upcoming events they are organising. The site not only enhances visibility of the Council’s work but also encourages greater engagement from the wider student body. Plans are in place to continue developing the site over the course of the year, ensuring it evolves as a dynamic and student-led communication tool. 

A Model for Digital Learning in Primary Education 

The impact of this transformation has been profound. Teachers report a significant shift in how they plan, teach, assess and collaborate. Students are no longer passive consumers of content but active creators, collaborators and independent learners. Technology has supported differentiated instruction in subtle, effective ways, allowing teachers to offer extra scaffolding through tools like instructional videos and personalised learning materials. The introduction of Google Workspace has also greatly enhanced communication between staff and school leadership, strengthening professional collaboration and unity.

As one teacher reflected, 

“Before embracing Google Workspace for Education, our children were mainly consuming digital content. Today, they’re creating, collaborating and leading their own learning.”