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
23.50
2025/26
Mainstream classes
10
2025/26
Largest class group
30
2025/26
Classes with 30+ pupils
5
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
210
7
30.00
33
5
2007/08
229
8
28.62
32
5
2008/09
232
8
29.00
32
2
2009/10
235
8
29.38
31
3
2010/11
233
8
29.12
31
4
2011/12
233
8
29.12
30
4
2012/13
238
8
29.75
30
6
2013/14
237
8
29.62
30
6
2014/15
240
8
30.00
30
8
2015/16
236
8
29.50
30
4
2016/17
237
8
29.62
30
5
2017/18
236
8
29.50
30
5
2019/20
235
9
26.11
30
5
2020/21
232
9
25.78
30
3
2021/22
237
9
26.33
30
4
2022/23
236
9
26.22
30
4
2023/24
238
9
26.44
30
5
2024/25
237
10
23.70
31
5
2025/26
235
10
23.50
30
5
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2005/06: 150 in 2004/05 → 198, +48 pupils.
Biggest loss in a single year: 2015/16: 240 in 2014/15 → 236, -4 pupils.
Largest single-class increase: Junior Infants in 2021/22 (28 → 30, +2).
Largest single-class decrease: Junior Infants in 2024/25 (30 → 27, -3).
Largest cohort-step gain: JI → SI in 2021/22 (28 → 30, +2).
Largest cohort-step loss: 3rd → 4th in 2025/26 (30 → 29, -1).
Overall: 59 (2001/02) → 235 (2025/26), 176.
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
27
30
29.0
6
Senior Infants
27
30
29.2
6
1st Class
28
31
29.5
6
2nd Class
28
30
29.0
6
3rd Class
29
30
29.7
6
4th Class
29
30
29.7
6
5th Class
30
30
30.0
6
6th Class
29
30
29.8
6
Total
59
240
212.3
25
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).