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
22.62
2025/26
Mainstream classes
8
2025/26
Largest class group
26
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
94
4
23.50
31
1
2007/08
104
4
26.00
28
0
2008/09
112
4
28.00
33
2
2009/10
111
4
27.75
32
1
2010/11
128
5
25.60
34
2
2011/12
127
5
25.40
32
2
2012/13
143
5
28.60
39
3
2013/14
145
5
29.00
33
4
2014/15
145
6
24.17
33
2
2015/16
147
7
21.00
32
1
2016/17
160
6
26.67
33
3
2017/18
154
7
22.00
31
1
2019/20
136
6
22.67
31
1
2020/21
134
7
19.14
25
0
2021/22
133
7
19.00
25
0
2022/23
146
6
24.33
28
0
2023/24
162
7
23.14
33
1
2024/25
188
8
23.50
27
0
2025/26
181
8
22.62
26
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2024/25: 174 in 2023/24 → 200, +26 pupils.
Biggest loss in a single year: 2018/19: 166 in 2017/18 → 150, -16 pupils.
Largest single-class increase: Junior Infants in 2025/26 (16 → 32, +16).
Largest single-class decrease: Senior Infants in 2025/26 (25 → 17, -8).
Largest cohort-step gain: 2nd → 3rd in 2024/25 (20 → 27, +7).
Largest cohort-step loss: 1st → 2nd in 2025/26 (27 → 24, -3).
Overall: 101 (1974/75) → 193 (2025/26), 92.
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
16
32
21.8
6
Senior Infants
17
25
20.0
6
1st Class
10
27
20.2
6
2nd Class
10
27
19.2
6
3rd Class
11
27
20.0
6
4th Class
15
26
20.2
6
5th Class
13
25
19.2
6
6th Class
13
23
18.8
6
Total
82
200
119.4
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).