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
21.60
2025/26
Mainstream classes
5
2025/26
Largest class group
25
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
98
4
24.50
28
0
2007/08
104
4
26.00
31
1
2008/09
107
4
26.75
32
1
2009/10
96
4
24.00
27
0
2010/11
94
4
23.50
25
0
2011/12
98
4
24.50
33
1
2012/13
102
4
25.50
29
0
2013/14
110
4
27.50
31
1
2014/15
112
4
28.00
34
2
2015/16
122
4
30.50
34
3
2016/17
121
5
24.20
33
1
2017/18
129
5
25.80
30
1
2019/20
120
5
24.00
26
0
2020/21
122
5
24.40
28
0
2021/22
120
5
24.00
25
0
2022/23
119
5
23.80
25
0
2023/24
114
5
22.80
25
0
2024/25
115
5
23.00
25
0
2025/26
108
5
21.60
25
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 1997/98: 92 in 1996/97 → 103, +11 pupils.
Biggest loss in a single year: 2009/10: 107 in 2008/09 → 96, -11 pupils.
Largest single-class increase: 5th Class in 2021/22 (15 → 21, +6).
Largest single-class decrease: 4th Class in 2021/22 (22 → 11, -11).
Largest cohort-step gain: SI → 1st in 2021/22 (13 → 14, +1).
Largest cohort-step loss: JI → SI in 2021/22 (18 → 17, -1).
Overall: 81 (1975/76) → 108 (2025/26), 27.
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
7
18
14.0
6
Senior Infants
11
17
14.8
6
1st Class
10
17
14.8
6
2nd Class
11
17
14.7
6
3rd Class
11
17
14.2
6
4th Class
11
22
14.8
6
5th Class
10
21
14.2
6
6th Class
10
21
14.8
6
Total
81
129
104.4
41
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).