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
24.11
2025/26
Mainstream classes
9
2025/26
Largest class group
31
2025/26
Classes with 30+ pupils
1
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
212
8
26.50
33
2
2007/08
211
8
26.38
33
2
2008/09
212
8
26.50
36
2
2009/10
225
8
28.12
37
2
2010/11
234
8
29.25
37
3
2011/12
219
9
24.33
30
1
2012/13
220
8
27.50
36
1
2013/14
222
8
27.75
38
2
2014/15
234
8
29.25
39
2
2015/16
237
9
26.33
30
1
2016/17
230
9
25.56
29
0
2017/18
257
9
28.56
35
3
2019/20
261
9
29.00
36
5
2020/21
252
10
25.20
36
3
2021/22
244
10
24.40
33
2
2022/23
226
10
22.60
33
1
2023/24
223
9
24.78
35
2
2024/25
228
9
25.33
35
2
2025/26
217
9
24.11
31
1
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2017/18: 230 in 2016/17 → 257, +27 pupils.
Biggest loss in a single year: 2022/23: 244 in 2021/22 → 226, -18 pupils.
Largest single-class increase: 4th Class in 2022/23 (21 → 34, +13).
Largest single-class decrease: Senior Infants in 2021/22 (36 → 23, -13).
Largest cohort-step gain: JI → SI in 2025/26 (30 → 33, +3).
Largest cohort-step loss: 2nd → 3rd in 2021/22 (36 → 33, -3).
Overall: 268 (1993/94) → 223 (2025/26), -45.
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
21
30
25.5
6
Senior Infants
22
36
28.5
6
1st Class
22
35
27.3
6
2nd Class
24
36
30.0
6
3rd Class
21
36
28.3
6
4th Class
21
35
28.2
6
5th Class
22
44
32.5
6
6th Class
24
42
32.7
6
Total
196
268
228.2
33
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).