Mainstream class group data is shown separately from standard/year-group enrolment data. The source does not identify which standard/year group each class group belongs to.
Average class size
22.50
2025/26
Mainstream classes
14
2025/26
Largest class group
29
2025/26
Classes with 30+ pupils
0
2025/26
Class group metrics trend
Class group metrics by year
Year
Mainstream class pupils
Mainstream classes
Average class size
Largest class
Classes 30+
2006/07
181
7
25.86
32
3
2007/08
195
7
27.86
34
3
2008/09
205
8
25.62
35
1
2009/10
211
7
30.14
34
5
2010/11
241
8
30.12
34
4
2011/12
262
9
29.11
33
6
2012/13
277
10
27.70
34
5
2013/14
295
10
29.50
33
3
2014/15
321
12
26.75
31
2
2015/16
321
12
26.75
39
5
2016/17
327
15
21.80
34
1
2017/18
350
12
29.17
32
5
2019/20
350
14
25.00
28
0
2020/21
331
16
20.69
30
1
2021/22
315
15
21.00
28
0
2022/23
324
14
23.14
28
0
2023/24
322
15
21.47
26
0
2024/25
304
14
21.71
28
0
2025/26
315
14
22.50
29
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2010/11: 211 in 2009/10 → 241, +30 pupils.
Biggest loss in a single year: 1993/94: 166 in 1983/84 → 147, -19 pupils.
Largest single-class increase: Junior Infants in 2025/26 (23 → 44, +21).
Largest single-class decrease: 3rd Class in 2024/25 (51 → 28, -23).
Largest cohort-step gain: JI → SI in 2025/26 (23 → 29, +6).
Largest cohort-step loss: JI → SI in 2022/23 (34 → 32, -2).
Overall: 110 (1975/76) → 324 (2025/26), 214.
Summary statistics (class-level data)
Min / max / mean enrolment per class across the available final by-standard years.
Class
Min
Max
Mean
Years
Junior Infants
23
44
33.8
6
Senior Infants
27
49
35.2
6
1st Class
28
48
37.2
6
2nd Class
29
49
38.2
6
3rd Class
28
51
40.5
6
4th Class
30
52
42.3
6
5th Class
39
55
46.5
6
6th Class
44
49
46.3
6
Total
110
356
216.8
42
Total enrolment over time
Total and gender trends use historical records where available. Class-level data starts in 2020/21.
Enrolment by gender over time
Enrolment by class over time
Cohort progression
Track how each cohort (pupils who were in the same class in the same year) progresses through the school. Each step shows the count; the number between steps is the net change (pupils gained minus pupils lost).