A Message to Parents of Incoming Junior Infants

We are keenly aware that, as a parent of a soon-to-be Junior Infant, you may have many questions about our school and how we will support your son or daughter as they begin this important journey.

Starting school is a big step—for children and families—and we want you to feel confident and reassured in your choice. Below, we’ve outlined some key information and answered common questions to help you understand how we will care for, educate, and nurture your child here at Midleton CBS Primary School.

FAQ Section

Gender Inclusion & Co-Ed Transition

Q: How is the school ensuring a welcoming and inclusive environment for girls, especially as it transitions to co-ed?

At Midleton CBS Primary, inclusivity has always been a cornerstone of the education we provide. As we open our doors to girls for the first time in Junior Infants, we are building on our strong foundation of child-centred education that prioritises the needs, interests, and wellbeing of every pupil—regardless of gender.

We are proud to have a well-balanced mix of male and female staff across both our teaching and SNA teams. Our staff includes professionals who have come from schools with co-educational and infant experience, ensuring that the transition to co-education is supported by relevant expertise.

Our principal alone has over 16 years of experience teaching Junior Infants, offering strong leadership grounded in early childhood education. She has mentored teachers, supported other schools, and developed programmes specifically in the area of infant education. Her expertise ensures that our school is well-prepared to deliver a nurturing, stimulating, and inclusive experience for all our youngest learners.

We have never operated from a gender-specific or stereotyped approach. Our curriculum and school activities have always been wide and varied, reflecting the diverse interests of all children. This means that inviting girls into our school will not require a fundamental shift in our ethos—because we have always focused on the individual child, not on gender.

We implement a play-based curriculum, especially in the early years, and we are always adapting and evolving to meet the needs of the children in our care. All of our policies are child-centred rather than gender-centred, and our goal remains the same: to ensure that every child feels safe, listened to, included, and cared for.

Welcoming girls into Junior Infants will be a natural and positive step for us. We believe that at heart, all children want the same things—to be valued, nurtured, and supported—and that’s exactly what we will continue to provide.

School Readiness & Facilities

Q: How has the school prepared for welcoming Junior Infants for the first time? Q: Are the facilities age-appropriate (e.g., toilets, furniture, play areas) for 4–5-year-olds?Q: Is there a dedicated Junior Infant classroom and play area? Q: What safety measures are in place for young children?

Each Junior Infant classroom is fully equipped with age-appropriate furniture and resources. Every room has its own toilet facilities—one for boys and one for girls—ensuring privacy, accessibility, and hygiene. A designated play area and child-friendly learning zones have been established to support safe exploration and play. The school has also introduced specific procedures for supervision, drop-off, and pick-up to further enhance child safety.

Logistics & Practical Concerns

Q: What are the drop-off and pick-up procedures? Q: Is there a school bus service? Q: What is the uniform policy for Junior Infants?

Drop-off and pick-up procedures:

The school opens its grounds every morning at 8.30am and children are supervised in the yard until 8.50am. Junior Infants start their day at 8.50am and finish at 1.30pm.

Each class level has a designated entrance for age-appropriate arrival and dispersal.
Staff are on duty each morning for supervision.
Teachers escort their classes to meet parents/guardians at home time.
A pedestrian crossing is in place, and the school is actively working with Cork County Council under the "Safer Routes to School" programme. Click HERE
Butler’s Buses currently provides a school transport service. Parents may also apply for Bus Éireann school transport annually if they meet the criteria.

Uniform:

Junior and Senior Infants wear the school tracksuit, white polo shirt, and runners (Velcro-fastened runners strongly recommended).
The formal uniform is optional and includes grey trousers or a grey pinafore, grey shirt, wine tie, and wine jumper. Uniforms are available locally at Savage Kids, Hydes, or standard clothing stores.

Toilets:

Each Junior Infant classroom includes in-room toilet facilities for both boys and girls. These are age-appropriate, hygienic, and easily accessible.

Lunch, Play, and Wellbeing

Q: How are break times structured and supervised? Q: Are there options for hot meals or are packed lunches required? Q: What outdoor play opportunities do Junior Infants have?

Two outdoor breaks per day: 10-minute morning break & 20-minute lunch.
Children eat in class before going to the yard.
Hot lunches are provided daily via a meal provider app.
Healthy eating policy in place; treats only on Fridays.
Individual dietary needs are respected and supported.

To support safety and play:

Breaks are staggered; younger children go first.
Age-appropriate equipment is available.
A Buddy System is active in September to help younger children adjust.

Teaching Staff & Experience

Q: Who will be teaching the Junior Infants? What is their experience with early years education? Q: Will there be classroom assistants or SNAs (Special Needs Assistants)?Q: How does the school support children who may be nervous or have separation anxiety?

Junior Infants are taught by experienced early years teachers, supported by SNAs as needed. Many of our staff have backgrounds in infant teaching and co-educational environments. We understand that the transition can be emotional, and we take a calm, sensitive, and individualised approach to separation anxiety, working closely with parents whenever needed.

Curriculum & School Day

Q: What does a typical day in Junior Infants look like? Q: Is the curriculum play-based or more formal? Q: How do you support children who may be ahead or behind in certain skills (e.g., speech, motor skills)?

The curriculum is play-based, integrated with Aistear, and aligned with the national Primary School Curriculum. Lessons are short, interactive, and designed to promote social, emotional, and academic development. Differentiation is embedded into planning to meet each child where they are.

Emotional & Social Development

Q: How will the school support children’s social and emotional needs in their first year? Q: How is conflict or behaviour managed among young children? Q: Is there a buddy system or mentor program?

Our teachers and SNAs are trained to support children’s social and emotional development through structured routines, positive reinforcement, and emotional literacy. We use age-appropriate conflict resolution and restorative practices. A Buddy System is in place for Junior Infants in their first month to help ease the transition and provide peer support. We also use buddy systems during activities such as Shared Reading, wet-day break times, our "Guardian Angel" programme, active week and so much more.

Q: What is the school’s Code of Behaviour based on?

Our school’s Code of Behaviour is based on restorative practice. This means we focus on building positive relationships, mutual respect, and understanding the impact of our actions on others.

When issues arise, we encourage children to:

Reflect on their behaviour
Take responsibility for their actions
Understand how others were affected
Work toward repairing harm and restoring trust

This approach promotes a caring school environment where every child feels safe, valued, and heard. It supports personal growth, accountability, and strong social skills.

Settling In & Parental Involvement

Q: Will there be an induction or orientation for Junior Infant parents and children? Q: Can parents visit the classroom before school starts? Q: How is communication managed between teachers and parents (e.g., apps, notes, meetings)?

Orientation sessions are held before the school year begins.
Parents and children are invited to visit classrooms in advance.
Ongoing communication is maintained through notes, meetings, and digital platforms such as Aladdin, See-Saw and email.

Activities and Extra Curricular Areas

Q: What kinds of activities are available for students?

We offer a wide range of activities to suit diverse interests, including:

Arts and crafts
Music and drama
STEM and creative projects
Sports and physical activity
Storytelling and literacy
Mindfulness and well-being

We avoid gender stereotypes and create opportunities for all children to explore, discover, and thrive.

School Therapy Dogs – Alfie & Steve

Q: Does the school have therapy dogs?

A: Yes! Our school is proud to have two trained therapy dogs, Alfie and Steve, who play an important role in supporting the well-being, emotional development, and confidence of our pupils.

Q: How do children interact with the therapy dogs?

A: Alfie and Steve are involved in a variety of ways:

Classroom visits to promote calm, focus, and enjoyment
1:1 sessions to support children who may benefit from emotional regulation or confidence building
Small group activities to encourage teamwork and communication
Presence in the yard or around the school, providing comfort, routine, and connection during break times
Reading or quiet time where children may sit with the dogs for relaxation

Q: Are there permissions required for my child to engage with the therapy dogs?

A: Yes. Parental permission is required for any 1:1 or close engagement with the dogs. If you haven’t already done so, you will receive a permission form to complete. We are mindful of allergies, phobias, and cultural considerations, and we ensure all interactions are supervised and respectful of each child’s needs.

Q: How do therapy dogs help students?

A: Research shows that therapy dogs can:

Reduce anxiety and stress
Encourage emotional regulation
Improve social and communication skills
Build confidence and trust
Provide a sense of calm and companionship

Alfie and Steve are gentle, well-trained, and much-loved members of our school community, contributing positively to the day-to-day life of our pupils.

FAQ