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
28.00
2025/26
Mainstream classes
16
2025/26
Largest class group
30
2025/26
Classes with 30+ pupils
2
2025/26
Class group metrics trend
Class group metrics by year
Year
Mainstream class pupils
Mainstream classes
Average class size
Largest class
Classes 30+
2008/09
35
2
17.50
18
0
2009/10
92
4
23.00
27
0
2010/11
151
6
25.17
30
1
2011/12
239
9
26.56
31
2
2012/13
294
11
26.73
31
3
2013/14
351
13
27.00
31
5
2014/15
415
15
27.67
31
8
2015/16
476
17
28.00
32
9
2016/17
500
17
29.41
32
11
2017/18
504
17
29.65
32
12
2019/20
479
16
29.94
32
10
2020/21
468
16
29.25
32
6
2021/22
461
16
28.81
32
6
2022/23
464
16
29.00
30
8
2023/24
461
16
28.81
30
7
2024/25
459
16
28.69
30
4
2025/26
448
16
28.00
30
2
Data highlights
Key numbers to spot outliers or notable changes.
Biggest gain in a single year: 2011/12: 151 in 2010/11 → 239, +88 pupils.
Biggest loss in a single year: 2019/20: 504 in 2018/19 → 479, -25 pupils.
Largest single-class increase: 1st Class in 2022/23 (55 → 60, +5).
Largest single-class decrease: 4th Class in 2021/22 (64 → 56, -8).
Largest cohort-step gain: SI → 1st in 2023/24 (58 → 60, +2).
Largest cohort-step loss: 5th → 6th in 2025/26 (58 → 55, -3).
Overall: 35 (2008/09) → 460 (2025/26), 425.
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
56
60
59.2
6
Senior Infants
57
60
58.5
6
1st Class
55
60
58.7
6
2nd Class
55
60
58.3
6
3rd Class
55
59
57.0
6
4th Class
55
64
57.8
6
5th Class
54
61
57.2
6
6th Class
54
60
56.5
6
Total
35
504
378.8
18
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).