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
23.20
2025/26
Mainstream classes
10
2025/26
Largest class group
30
2025/26
Classes with 30+ pupils
1
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
207
7
29.57
35
4
2007/08
212
8
26.50
35
1
2008/09
212
8
26.50
35
1
2009/10
208
8
26.00
32
2
2010/11
205
8
25.62
30
1
2011/12
205
8
25.62
32
2
2012/13
210
8
26.25
32
1
2013/14
218
8
27.25
33
2
2014/15
214
8
26.75
33
2
2015/16
217
8
27.12
34
2
2016/17
225
9
25.00
28
0
2017/18
218
9
24.22
29
0
2019/20
219
9
24.33
30
1
2020/21
221
9
24.56
31
2
2021/22
221
9
24.56
29
0
2022/23
217
9
24.11
29
0
2023/24
226
9
25.11
33
2
2024/25
229
10
22.90
25
0
2025/26
232
10
23.20
30
1
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 1981/82: 246 in 1980/81 → 268, +22 pupils.
Biggest loss in a single year: 1995/96: 252 in 1994/95 → 226, -26 pupils.
Largest single-class increase: Junior Infants in 2023/24 (25 → 35, +10).
Largest single-class decrease: 3rd Class in 2024/25 (33 → 25, -8).
Largest cohort-step gain: 5th → 6th in 2025/26 (30 → 34, +4).
Largest cohort-step loss: 3rd → 4th in 2022/23 (26 → 23, -3).
Overall: 223 (1974/75) → 244 (2025/26), 21.
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
25
35
28.3
6
Senior Infants
25
35
29.0
6
1st Class
25
35
29.0
6
2nd Class
25
32
27.7
6
3rd Class
25
33
27.7
6
4th Class
23
33
28.7
6
5th Class
24
34
28.3
6
6th Class
25
34
28.0
6
Total
181
293
225.1
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).