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
19.57
2025/26
Mainstream classes
7
2025/26
Largest class group
27
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
266
13
20.46
31
1
2007/08
248
13
19.08
34
1
2008/09
248
14
17.71
22
0
2009/10
248
12
20.67
30
1
2010/11
244
13
18.77
30
1
2011/12
240
13
18.46
23
0
2012/13
214
11
19.45
26
0
2013/14
205
10
20.50
31
1
2014/15
188
10
18.80
22
0
2015/16
167
9
18.56
22
0
2016/17
154
8
19.25
22
0
2017/18
141
7
20.14
30
1
2019/20
139
7
19.86
34
1
2020/21
157
8
19.62
27
0
2021/22
151
8
18.88
27
0
2022/23
145
8
18.12
26
0
2023/24
138
7
19.71
27
0
2024/25
138
7
19.71
28
0
2025/26
137
7
19.57
27
0
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2004/05: 248 in 2003/04 → 278, +30 pupils.
Biggest loss in a single year: 1994/95: 406 in 1993/94 → 369, -37 pupils.
Largest single-class increase: Senior Infants in 2025/26 (8 → 24, +16).
Largest single-class decrease: Junior Infants in 2021/22 (27 → 12, -15).
Largest cohort-step gain: JI → SI in 2025/26 (18 → 24, +6).
Largest cohort-step loss: 3rd → 4th in 2023/24 (20 → 18, -2).
Overall: 406 (1993/94) → 143 (2025/26), -263.
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
27
14.3
6
Senior Infants
8
27
17.0
6
1st Class
10
26
16.2
6
2nd Class
14
27
18.3
6
3rd Class
14
28
19.3
6
4th Class
17
28
19.8
6
5th Class
17
22
19.3
6
6th Class
20
23
21.0
6
Total
138
406
228.8
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).