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
23.00
2025/26
Mainstream classes
3
2025/26
Largest class group
29
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
72
4
18.00
23
0
2007/08
79
3
26.33
29
0
2008/09
73
3
24.33
26
0
2009/10
59
3
19.67
26
0
2010/11
55
3
18.33
22
0
2011/12
54
3
18.00
24
0
2012/13
61
3
20.33
25
0
2013/14
68
3
22.67
25
0
2014/15
67
3
22.33
26
0
2015/16
67
3
22.33
29
0
2016/17
75
3
25.00
28
0
2017/18
73
3
24.33
25
0
2019/20
74
3
24.67
30
1
2020/21
73
3
24.33
33
1
2021/22
70
3
23.33
30
1
2022/23
69
3
23.00
24
0
2023/24
67
3
22.33
26
0
2024/25
62
3
20.67
26
0
2025/26
69
3
23.00
29
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 1983/84: 131 in 1982/83 → 144, +13 pupils.
Biggest loss in a single year: 2003/04: 110 in 2002/03 → 93, -17 pupils.
Largest single-class increase: Junior Infants in 2025/26 (5 → 11, +6).
Largest single-class decrease: 6th Class in 2021/22 (14 → 8, -6).
Largest cohort-step gain: JI → SI in 2025/26 (5 → 9, +4).
Largest cohort-step loss: 2nd → 3rd in 2022/23 (10 → 8, -2).
Overall: 134 (1980/81) → 75 (2025/26), -59.
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
5
11
8.2
6
Senior Infants
5
11
8.3
6
1st Class
5
12
8.2
6
2nd Class
5
10
8.0
6
3rd Class
5
12
8.3
6
4th Class
5
12
9.2
6
5th Class
4
12
8.3
6
6th Class
7
14
10.8
6
Total
54
144
90.1
37
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).