It is my intention in this thesis to explore the concept of School Self-Evaluation to improve infant literacy in a DEIS Band 2 primary school of diverse pupil population. The desired outcome of this research is to design an individualized reading methodology, a direct instructional paradigm for teaching reading in a rural multi-cultural school with 15 nationalities. This school-based action research approach is consistent with international trends and has become a very significant focus in improving quality in our schools (McNamara, O’Hara, 2008, Matthews, 2010). The research question that guided the study is simply: How can we improve our daily practice to raise literacy levels in infant classes? The literature review focuses on literacy, school self-evaluation, action research and motivational leadership. An action research methodology is used for systematic inquiry and the continual need for critique (Mc Niff, Whitehead, 2010), in order to identify school needs and develop action plans to support the change process. A large volume of qualitative and quantitative data was generated and while I engaged in a mixed methods approach, quantitative findings are secondary to qualitative findings. The analysis is based on the literature, research data and my experience as Principal. Further timely validation of the research came during a pilot Whole School Evaluation/Management Leadership and Learning Inspection. This is a process of external evaluation of the work of a school carried out by the Department of Education and Skills Inspectorate Division. ‘It affirms positive aspects of the school’s work and suggests areas for development’ (Department of Education and Skills, 2010). The findings of the Inspectorate further added to our evidence base, authenticating our data and highlighting the importance of the leadership style of the Principal. It is a principle argument of this cases-study that, internal evaluation should be supported by external evaluation, with constant reference to context and pupil population. Schools need to be taught how to self-evaluate, not investigated nor expected to comply with our present trends towards over-regulation. This study engages with a framework that represents the very meaningful empowerment of classteachers who crucially depend on the action and interactions of their leader, developing a shared collective responsibility, a bottom-up approach with top-down support. This is done by balancing what is best for individual pupils and what is best for our school community. ‘This is particularly important in educational communities of cultural diversity, where living together with difference calls for living together with understanding and tolerance’ (Taysum, A. 2010). Findings also reveal that the necessity for early intervention if all pupils are to succeed to the best of their ability cannot be ignored as it is central to social inclusion and future life chances. If improving quality means ensuring sustainability of best practice, then leadership in this study involves empowering teachers to drive sustainable change to suit individual pupil needs through the provision of appropriate support and resources. The emergent leaders that became manifest in the school, were encouraged through critical reflection, open collaborative inquiry, participative decision making, clearly defined objectives, and creative autonomy. Leadership in this study has to do with change. A significant feature of change is the teacher as change agent. In operational terms, without change no leadership has occurred. Conclusions will then be drawn and recommendations made proposing the most appropriate strategies for dealing with the complex issues of school improvement and school self-evaluation.