This paper presents the design and implementation of a multi-phase research project evaluating an integrated STEM intervention (BRICS) using programmable robotics (LEGO SPIKE Essentials) in Irish primary schools (n = 14) during the 2024-25 academic year. Preliminary findings from Phase One are reported. Prior to engaging with the BRICS intervention, both teachers (n = 19), and children (n = 338) aged 9 – 12 years, self-reported broadly neutral-to-positive STEM-related attitudes and self-efficacy. Furthermore, both participant groups were found to hold attitudes toward science which were less positive by comparison to other STEM disciplines. Interviews with professional learning leaders (n = 2) suggest this may be attributed to teachers holding varying STEM-related confidences.