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
21.11
2025/26
Mainstream classes
9
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
116
4
29.00
31
3
2007/08
130
5
26.00
31
3
2008/09
118
5
23.60
31
2
2009/10
110
5
22.00
30
1
2010/11
101
5
20.20
23
0
2011/12
96
5
19.20
25
0
2012/13
105
5
21.00
27
0
2013/14
110
5
22.00
28
0
2014/15
105
5
21.00
25
0
2015/16
96
4
24.00
26
0
2016/17
103
4
25.75
27
0
2017/18
122
6
20.33
31
1
2019/20
192
8
24.00
30
1
2020/21
223
9
24.78
30
1
2021/22
209
10
20.90
24
0
2022/23
214
9
23.78
29
0
2023/24
189
9
21.00
24
0
2024/25
195
9
21.67
25
0
2025/26
190
9
21.11
25
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 1980/81: 229 in 1979/80 → 378, +149 pupils.
Biggest loss in a single year: 1993/94: 508 in 1982/83 → 270, -238 pupils.
Largest single-class increase: 3rd Class in 2022/23 (41 → 51, +10).
Largest single-class decrease: 4th Class in 2021/22 (59 → 47, -12).
Largest cohort-step gain: 2nd → 3rd in 2024/25 (2 → 55, +53).
Largest cohort-step loss: 4th → 5th in 2023/24 (48 → 44, -4).
Overall: 116 (1978/79) → 217 (2025/26), 101.
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
0
0
0.0
2
Senior Infants
0
0
0.0
1
1st Class
0
1
0.5
2
2nd Class
0
2
1.0
3
3rd Class
41
55
48.7
6
4th Class
47
59
51.7
6
5th Class
44
62
53.5
6
6th Class
47
63
56.2
6
Total
109
508
190.8
38
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).