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
22.18
2025/26
Mainstream classes
11
2025/26
Largest class group
32
2025/26
Classes with 30+ pupils
3
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
239
9
26.56
30
1
2007/08
234
9
26.00
31
1
2008/09
215
9
23.89
32
2
2009/10
211
8
26.38
30
1
2010/11
222
8
27.75
36
2
2011/12
228
8
28.50
35
4
2012/13
242
8
30.25
35
5
2013/14
245
9
27.22
36
4
2014/15
252
9
28.00
36
5
2015/16
267
10
26.70
37
5
2016/17
277
10
27.70
38
6
2017/18
268
10
26.80
38
6
2019/20
256
10
25.60
36
4
2020/21
255
10
25.50
36
3
2021/22
259
10
25.90
35
3
2022/23
260
10
26.00
36
4
2023/24
262
10
26.20
36
5
2024/25
258
11
23.45
33
3
2025/26
244
11
22.18
32
3
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 1979/80: 382 in 1978/79 → 421, +39 pupils.
Biggest loss in a single year: 1993/94: 398 in 1983/84 → 299, -99 pupils.
Largest single-class increase: 3rd Class in 2025/26 (26 → 36, +10).
Largest single-class decrease: Senior Infants in 2025/26 (36 → 25, -11).
Largest cohort-step gain: 1st → 2nd in 2022/23 (28 → 33, +5).
Largest cohort-step loss: JI → SI in 2021/22 (31 → 27, -4).
Overall: 407 (1974/75) → 244 (2025/26), -163.
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
27
34
30.3
6
Senior Infants
25
36
29.3
6
1st Class
26
37
30.8
6
2nd Class
28
35
31.2
6
3rd Class
26
36
31.8
6
4th Class
26
39
32.8
6
5th Class
32
40
35.2
6
6th Class
30
41
34.8
6
Total
211
421
286.1
43
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).