Will AI replace Child and early years officers?

Not as a job, but it is already doing parts of the work. Across the 114 official task statements scored for Child and early years officers (United Kingdom, SOC 3222), 13% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 27 out of 100 (range 22–33, band: low). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.

Which tasks in “Child and early years officers” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Maintain scheduling and event calendars” (93/100, very high); “Monitor attendance and punctuality of learners” (81/100, very high); “Update attendance records to maintain accurate documentation” (81/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.

Which tasks in “Child and early years officers” stay human?

About 74% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Assist students during academic lessons and extracurricular activities” (0/100, minimal); “Develop playful yet professional relationships with children” (0/100, minimal); “Provide group activities such as anger management classes” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.

What should someone working in “Child and early years officers” do about AI?

Start from the ledger rather than the headline: 13% of this job's weighted core work is exposed, and roughly 74% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

How is the AI exposure score for Child and early years officers calculated?

Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 114 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

UK dataswitch to US

Child and early years officers

promoting children's rights, safety and wellbeing, maintaining records of clients and maintaining attendance records for educational or organisational purposes. If that's your week, this page is about your job.

The honest answer

AI changes the edges of this job, not the middle: helping promote positive behaviour among learners is work software can't reach.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 13%
changing shape: 13%
staying human: 74%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 27 out of 100 (22–33 allowing for uncertainty): low exposure, across 114 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for child and early years officers is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

What shifts is monitoring attendance and punctuality of learners. This page scores what today's tools actually do, not headlines.

Your week, as this page understands it

Child and early years officers work with babies and with children up to 14 years of age (or 16 for those with special needs), providing support, help and advice to individuals or within a family context. The job title says “child” or “early years officers”: officially one job, two names. The real job is the part underneath: helping promote positive behaviour among learners. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But child and early years officers is not one task. It is 114 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is helping promote positive behaviour among learners, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 13%
changing shape: 13%
staying human: 74%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

28 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Shifting to AI

17 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Referring clients to other services
This is reading one thing and writing another: clients in, a record out. That is the shape today's tools are built for.
importance 85 · 3222/01
Source: “Refer clients to other services.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Referring someone on is mostly matching needs to a documented service list, which software can do quickly and consistently.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Maintaining records of clients
This is reading one thing and writing another: records of clients in, a record out. That is the shape today's tools are built for.
importance 75 · 3222/01
Source: “Maintain records of clients.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Client records follow a set format and are already kept digitally, so software can write and organise most of them.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining attendance records for educational or organisational purposes
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 75 · 3222/03
Source: “Maintain attendance records for educational or organisational purposes.” (UK task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Registers are digital and largely automatic, though someone still sees who is actually present.
The five ratings: output a model can produce 4/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Monitoring attendance and punctuality of learners
This is reading one thing and writing another: attendance in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/02
Source: “Monitor attendance and punctuality of learners.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Attendance and lateness sit in the school system, so checking the patterns is routine data work.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

Changing shape

14 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Monitoring the progress of learners according to the action plans
The software now makes the first pass at the progress of learners, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 3222/02, 3222/03
Source: “Monitor the progress of learners according to the action plans.” (UK task statement)
How this row was scored
Exposure score: 57 out of 100 (50–64 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Tracking progress against an agreed plan is largely record-keeping that software handles, though the observations feeding it come from staff.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Maintaining accurate case histories of patients to safeguard children
The software now makes the first pass at accurate case histories of patients, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 85 · 3222/01
Source: “Maintain accurate case histories of patients to safeguard children.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Case records are structured writing, but safeguarding files must be kept by a named, accountable person.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Writing detailed case reports for legal and social services
The software now makes the first pass at detailed case reports, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 85 · 3222/01
Source: “Write detailed case reports for legal and social services.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Reports for courts and social services follow a set structure and can be drafted from case notes, but a named officer must stand behind them.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

Staying human

83 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Helping promote positive behaviour among learners
This work happens in the physical world: promote positive behaviour among learners, in a real place. Software cannot follow it there.
importance 80 · 3222/02, 3222/03
Source: “Help promote positive behaviour among learners.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Encouraging good behaviour works through an adult present in the room whom children respond to.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Promoting children's rights, safety and wellbeing
This work happens in the physical world: children's rights, safety, in a real place. Software cannot follow it there.
importance 90 · 3222/01
Source: “Promote children's rights, safety and wellbeing.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Keeping children safe and heard depends on trusted adults noticing things in person and being answerable for it.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Identifying and resolving attendance issues in collaboration with school staff
The value here is that a specific person handles attendance issues and stands behind it. That is earned, not computed.
importance 85 · 3222/03
Source: “Identify and resolve attendance issues in collaboration with school staff.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Attendance problems show up in the data, but fixing them means working with families and staff.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

Show the other 104 tasks

Maintaining scheduling and event calendars
shifting to AI
This is reading one thing and writing another: event calendars in, a record out. That is the shape today's tools are built for.
importance 50 · 3222/03
Source: “Maintain scheduling and event calendars.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping diaries and event calendars straight is routine scheduling that software does end to end.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Updating attendance records to maintain accurate documentation
shifting to AI
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/03
Source: “Update attendance records to maintain accurate documentation.” (UK task statement)
How this row was scored
Exposure score: 81 out of 100 (77–85 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Updating attendance records is routine data entry that school systems already largely handle.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing reports on pupils and activities as required by administration
shifting to AI
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/02
Source: “Prepare reports on pupils and activities as required by administration.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Writing up reports from existing records is exactly the kind of document work AI does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate and completing student records
shifting to AI
This is reading one thing and writing another: accurate in, a record out. That is the shape today's tools are built for.
importance 60 · 3222/02
Source: “Maintain accurate and complete student records as required by laws, local authority policies, and administrative regulations.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping the required pupil records is routine document work that school systems and AI handle well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate records for assessment purposes
shifting to AI
This is reading one thing and writing another: accurate records in, a record out. That is the shape today's tools are built for.
importance 50 · 3222/02
Source: “Maintain accurate records for assessment purposes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Assessment records follow a set format and sit in systems already, so software can keep most of them accurate and up to date.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Selecting and ordering classroom equipment
shifting to AI
This is reading one thing and writing another: classroom equipment in, a record out. That is the shape today's tools are built for.
importance 50 · 3222/02
Source: “Select and order classroom equipment, materials, and supplies.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Choosing and ordering classroom supplies against a budget is routine desk work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining accurate records
shifting to AI
This is reading one thing and writing another: accurate records in, a record out. That is the shape today's tools are built for.
importance 60 · 3222/03
Source: “Maintain accurate records.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping records accurate is routine screen work software does reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Handling personal, confidential and sensitive information with strict adherence to legal and organisational confidentiality policies
shifting to AI
This is reading one thing and writing another: personal, confidential and sensitive information in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/03
Source: “Handle personal, confidential, and sensitive information with strict adherence to legal and organisational confidentiality policies.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Confidentiality rules are written down and largely enforced by systems, so most of the routine handling can be automated safely.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Collecting supplementary information needed to assist client
shifting to AI
This is reading one thing and writing another: supplementary information in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/01
Source: “Collect supplementary information needed to assist client, such as employment records, medical records, or school reports.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Requesting and collating records is routine paperwork that software already handles well, with the officer chasing whatever is missing.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Providing information about community health and social resources
shifting to AI
This is reading one thing and writing another: information in, a record out. That is the shape today's tools are built for.
importance 70 · 3222/01
Source: “Provide information about community health and social resources.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Signposting families to health and community services draws on published directories, which software can search and explain reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing activities for parents and their child to practise together
shifting to AI
This is reading one thing and writing another: activities in, a record out. That is the shape today's tools are built for.
importance 60 · 3222/02
Source: “Develop activities for parents and their child to practise together.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Designing activities for parents and children to do together is written planning drawn from published practice.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Organising and planning individual tutoring sessions for students
shifting to AI
This is reading one thing and writing another: individual tutoring sessions in, a record out. That is the shape today's tools are built for.
importance 65 · 3222/03
Source: “Organise and plan individual tutoring sessions for students.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Arranging and planning tutoring sessions is scheduling and preparation that software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Handling their enquiries or directing them to the appropriate persons according to their needs
shifting to AI
This is reading one thing and writing another: their enquiries in, a record out. That is the shape today's tools are built for.
importance 50 · 3222/03
Source: “Handle their enquiries or direct them to the appropriate persons according to their needs.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Answering or passing on an enquiry follows patterns, though some judgement about who deals with it is needed.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Referring clients to social service or community resources for needs beyond credit or debt counselling
changing shape
The software now makes the first pass at clients, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/01
Source: “Refer clients to social service or community resources for needs beyond credit or debt counselling.” (UK task statement)
How this row was scored
Exposure score: 57 out of 100 (50–64 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Matching a family to the right service is largely a lookup task, though knowing which local services actually deliver still matters.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Compiling care reports detailing patient needs and progress
changing shape
The software now makes the first pass at care reports detailing patient needs, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/01
Source: “Compile care reports detailing patient needs and progress.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Care reports follow set formats and draw on recorded information, with a responsible person signing them off.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Securing funding to support learners with additional educational needs
changing shape
The software now makes the first pass at support learners, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/02
Source: “Secure funding to support learners with additional educational needs.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Funding bids follow set formats and reuse existing evidence, so drafting them is well within reach.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Providing information, advice and guidance to individuals and families
changing shape
The software now makes the first pass at information, advice and guidance, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 80 · 3222/01
Source: “Provide information, advice, and guidance to individuals and families.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Information and guidance for families is well documented and software explains it clearly, though families often want a person to ask.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Providing career information to individuals for educational or vocational planning
changing shape
The software now makes the first pass at career information, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 75 · 3222/02
Source: “Provide career information to individuals for educational or vocational planning.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (46–60 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Careers information is well documented, though people often want to talk it through.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Arranging for tests that indicate remedial measures
changing shape
The software now makes the first pass at tests, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/01
Source: “Arrange for tests that indicate remedial measures.” (UK task statement)
How this row was scored
Exposure score: 50 out of 100 (43–57 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; mistakes that are cheap to catch.
The rating behind it: Arranging developmental or remedial tests is mostly referral paperwork and scheduling, which software does well once a concern is spotted.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Writing care plans
changing shape
The software now makes the first pass at care plans, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/01
Source: “Write care plans.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Care plans follow templates and can be drafted from the assessment, but a qualified officer has to own what the plan commits to.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning orientation programmes and group conferences to promote the adjustment of individuals to new life experiences
changing shape
The software now makes the first pass at orientation programmes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 3222/02
Source: “Plan orientation programmes and group conferences to promote the adjustment of individuals to new life experiences, such as starting university.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Planning an orientation programme is organising and writing work that software supports well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Guiding parents in accessing external support services relevant to their needs
changing shape
The software now makes the first pass at parents, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 70 · 3222/02
Source: “Guide parents in accessing external support services relevant to their needs.” (UK task statement)
How this row was scored
Exposure score: 47 out of 100 (40–54 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the value is that a specific person does it.
The rating behind it: Signposting families to services is mostly information work, though parents need reassurance from someone they trust.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Analysing information to identify risks to the public
changing shape
The software now makes the first pass at information, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 3222/01
Source: “Analyse information to identify risks to the public, colleagues, and other agencies.” (UK task statement)
How this row was scored
Exposure score: 44 out of 100 (37–51 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: Pulling risks out of the information held is partly a desk task software can draft, but the local detail that matters is often unwritten.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Discussing mentoring strategies with colleagues for professional growth
changing shape
The software now makes the first pass at strategies, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 65 · 3222/02
Source: “Discuss mentoring strategies with colleagues for professional growth.” (UK task statement)
How this row was scored
Exposure score: 40 out of 100 (33–47 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Discussing mentoring approaches with colleagues is a professional conversation, though the material behind it is documented.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Evaluating primary school programmes in collaboration with other teachers and administrators
staying human
The ratings behind this row put primary school programmes well outside what today's tools can do on their own.
importance 50 · 3222/02
Source: “Evaluate primary school programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can analyse the evidence, but the judgement is reached jointly by staff who know the school.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Liaising with local authorities and healthcare services for student support
staying human
The value here is that a specific person handles local authorities and stands behind it. That is earned, not computed.
importance 70 · 3222/01
Source: “Liaise with local authorities and healthcare services for student support.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Most of this is correspondence and meetings software can prepare, but the working relationships with councils and health teams belong to the officer.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Coordinating with welfare services for student support
staying human
The value here is that a specific person handles welfare services and stands behind it. That is earned, not computed.
importance 50 · 3222/01
Source: “Coordinate with welfare services for student support.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The paperwork and chasing can largely be drafted by software, but knowing the local welfare services and holding those contacts stays personal.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Engaging in learning activities and reflect on own learning and practice for continual professional development
staying human
The ratings behind this row put learning activities well outside what today's tools can do on their own.
importance 50 · 3222/01
Source: “Engage in learning activities and reflect on own learning and practice for continual professional development.” (UK task statement)
How this row was scored
Exposure score: 33 out of 100 (26–40 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the five ratings behind the score, with no single dominant reason.
The rating behind it: Learning from your own practice is personal; software can suggest reading but cannot do the reflecting.
The five ratings: output a model can produce 1/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Establishing and maintaining mentoring agreement expectations and boundaries
staying human
The value here is that a specific person handles agreement expectations and stands behind it. That is earned, not computed.
importance 85 · 3222/02
Source: “Establish and maintain mentoring agreement expectations and boundaries, recognising mentee's starting points and development needs.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Setting expectations in mentoring depends on two people building a working relationship.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Advising students on academic and career choices
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 70 · 3222/02
Source: “Advise students on academic and career choices.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (28–36 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Good advice on choices rests on knowing the pupil and being someone they trust.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Arranging for mental health or substance misuse treatment
staying human
The value here is that a specific person handles mental health and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Arrange for mental health or substance misuse treatment as required.” (UK task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Referral routes are documented and the paperwork can be drafted, but getting a family into treatment depends on local knowledge and persuasion.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Consulting with the team supporting the client to plan for ongoing services
staying human
The value here is that a specific person handles the team supporting the client and stands behind it. That is earned, not computed.
importance 75 · 3222/01
Source: “Consult with the team supporting the client to plan for ongoing services.” (UK task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Planning notes can be drafted by software, but agreeing what happens next takes live discussion among the people supporting the child.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Coordinating transitions and referrals in collaboration with patients
staying human
The value here is that a specific person handles transitions and stands behind it. That is earned, not computed.
importance 60 · 3222/01
Source: “Coordinate transitions and referrals in collaboration with patients.” (UK task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The referral paperwork can be drafted by software, but arranging a transition depends on live agreement with the family and other services.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Liaising with staff to identify learners who would benefit from mentoring
staying human
The value here is that a specific person handles staff and stands behind it. That is earned, not computed.
importance 75 · 3222/02
Source: “Liaise with staff to identify learners who would benefit from mentoring.” (UK task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Spotting who would benefit from mentoring draws on staff knowledge of individual children shared in conversation.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Collaborating with learning mentors, teachers and external professionals to support educational objectives
staying human
The value here is that a specific person handles learning mentors, teachers and external professionals and stands behind it. That is earned, not computed.
importance 85 · 3222/02
Source: “Collaborate with learning mentors, teachers, and external professionals to support educational objectives.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Joint support for a pupil depends on the professionals sharing what each has seen.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Discussing individual students' progress with other teachers
staying human
The value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 80 · 3222/02
Source: “Discuss individual students' progress with other teachers.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: These handover conversations rely on staff sharing what each has actually seen of a pupil.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Participating in meetings to discuss project updates
staying human
The value here is that a specific person handles meetings and stands behind it. That is earned, not computed.
importance 50 · 3222/02
Source: “Participate in meetings to discuss project updates.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Project updates can be written up easily, but taking part in the meeting means being there.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Advising students with adjustment or academic problems
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 75 · 3222/02
Source: “Advise students with adjustment or academic problems.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a struggling pupil turns on a trusted relationship built up face to face over time.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assisting students with hardware and software
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 50 · 3222/03
Source: “Assist students with hardware and software use.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (21–35 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Help with computers can come from written guides, though pupils usually need someone beside them.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 4/4.
Following through to ensure the efficacy of services
staying human
The value here is that a specific person handles to ensure the efficacy of services and stands behind it. That is earned, not computed.
importance 75 · 3222/01
Source: “Follow through to ensure the efficacy of services provided.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Following up whether support worked can largely be tracked by software, though checking in with the family still needs a person.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying human
The ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 60 · 3222/01
Source: “Engage in continuous professional development to maintain or improve knowledge and skills.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: AI can find and summarise material, but the learning itself is something the teacher has to do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Collaborating in decision-making on addressing identified client needs
staying human
The rules require a named, qualified person to answer for decision-making, and that person cannot be a piece of software.
importance 80 · 3222/02
Source: “Collaborate in decision-making on addressing identified client needs.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Deciding how to meet a child needs is a shared professional judgement carrying real responsibility.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Establishing peer-counselling programmes to support student well-
staying human
The value here is that a specific person handles programmes and stands behind it. That is earned, not computed.
importance 60 · 3222/02
Source: “Establish peer-counselling programmes to support student well-being.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Setting up peer support needs documented structures plus staff persuading pupils and colleagues to take part.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Engaging in activities for personal professional development
staying human
The ratings behind this row put activities well outside what today's tools can do on their own.
importance 50 · 3222/02
Source: “Engage in activities for personal professional development.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: Learning and developing professionally is something only the person themselves can do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Arranging education for pupils
staying human
The rules require a named, qualified person to answer for education, and that person cannot be a piece of software.
importance 80 · 3222/03
Source: “Arrange education for pupils who are excluded.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Arranging schooling for excluded pupils is a legal duty needing negotiation between responsible people.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Advising foster or adoptive parents on child care and integration strategies
staying human
The value here is that a specific person handles foster and stands behind it. That is earned, not computed.
importance 75 · 3222/01
Source: “Advise foster or adoptive parents on child care and integration strategies.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The general advice is well documented, but foster and adoptive parents act on it because a trusted officer has tailored it to them.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Incorporating environmental and contextual factors in early intervention support for individuals and families
staying human
The value here is that a specific person handles environmental and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Incorporate environmental and contextual factors in early intervention support for individuals and families.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The framework is documented and software can draft the plan, but the local and family detail that decides it is gathered in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Participating in meetings to strategise on pastoral support and pupil inclusion
staying human
The value here is that a specific person handles meetings and stands behind it. That is earned, not computed.
importance 80 · 3222/02
Source: “Participate in meetings to strategise on pastoral support and pupil inclusion.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Pastoral planning meetings work through discussion between people who know the individual children.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Ensuring that transition between educational phases is effective across a wide range of ages and contexts
staying human
The value here is that a specific person handles transition and stands behind it. That is earned, not computed.
importance 70 · 3222/02
Source: “Ensure that transition between educational phases is effective across a wide range of ages and contexts.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Smooth transitions between school phases depend on staff coordinating around particular children.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Recommending the best course of action for individuals or families
staying human
The rules require a named, qualified person to answer for the best course of action, and that person cannot be a piece of software.
importance 60 · 3222/03
Source: “Recommend the best course of action for individuals or families.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Recommending what a family should do carries professional responsibility and depends on their trust in you.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Carrying out a risk assessment for individuals or families to identify concerns and ensure suitable support
staying human
The rules require a named, qualified person to answer for a risk assessment, and that person cannot be a piece of software.
importance 85 · 3222/01
Source: “Carry out a risk assessment for individuals or families to identify concerns and ensure suitable support.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Software can draft the assessment, but what actually raises concern is seen in the family home and weighed by a qualified officer.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Training professional staff and interns
staying human
This work happens in the physical world: professional staff, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Train professional staff and interns.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Training staff is usually done with them in the room, though materials can be prepared in advance.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Counseling individuals, groups, families or communities regarding issues, mental health, poverty, unemployment, substance abuse, physical abuse, rehabilitation, social adjustment, child care or medical care
staying human
The value here is that a specific person handles individuals, groups, families or communities regarding issues and stands behind it. That is earned, not computed.
importance 85 · 3222/01
Source: “Counsel individuals, groups, families, or communities regarding issues including mental health, poverty, unemployment, substance abuse, physical abuse, rehabilitation, social adjustment, child care, or medical care.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (14–22 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Counselling families on health, money or abuse worries turns on a person being present and trusted, though written guidance shapes it.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Collaborating with partner agencies to achieve best outcomes
staying human
The value here is that a specific person handles partner agencies and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Collaborate with partner agencies to achieve best outcomes.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Joint working with partner agencies runs on established professional relationships rather than documents.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Assessing and analysing difficult or complex situations using evidence-based practice to develop an action plan through consent
staying human
The rules require a named, qualified person to answer for difficult, and that person cannot be a piece of software.
importance 85 · 3222/01
Source: “Assess and analyse difficult or complex situations using evidence-based practice to develop an action plan through consent.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: The method is documented, but reading a complex family situation and agreeing a plan with consent needs a qualified person present.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Conducting interviews with parents/carers and referrers to identify relevant social
staying human
The rules require a named, qualified person to answer for interviews, and that person cannot be a piece of software.
importance 85 · 3222/01
Source: “Conduct interviews with parents/carers and referrers to identify relevant social, medical, and educational information.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Sensitive interviews about a child circumstances rely on trust and trained judgement in the room.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Implementing strategies to support learners' self-esteem
staying human
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance 85 · 3222/02
Source: “Implement strategies to support learners' self-esteem.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Building a child confidence works through a relationship with an adult who is present.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Addressing legal issues, such as child abuse and discipline, to inform custody arrangements
staying human
The rules require a named, qualified person to answer for legal issues, and that person cannot be a piece of software.
importance 85 · 3222/01
Source: “Address legal issues, such as child abuse and discipline, to inform custody arrangements.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Weighing abuse and discipline concerns for custody decisions rests on qualified judgement about one particular family, not on general written guidance.
The five ratings: output a model can produce 1/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Supporting clients in developing their parenting skills
staying human
The value here is that a specific person handles clients and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Support clients in developing their parenting skills.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Parenting skills are built in person over repeated sessions, and progress depends on the parent trusting this particular officer.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Supervising support workers
staying human
The value here is that a specific person handles support workers and stands behind it. That is earned, not computed.
importance 70 · 3222/01
Source: “Supervise support workers.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Supervising staff means developing particular people, which rests on a working relationship rather than on anything that can be written down.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to explore learning opportunities to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 85 · 3222/02
Source: “Encourage students to explore learning opportunities to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Encouraging a young child to try new learning is done face to face, and it works because a familiar adult is doing the encouraging.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Encouraging students to persevere with challenging tasks to prepare for later years
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 3222/02
Source: “Encourage students to persevere with challenging tasks to prepare for later years.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Getting a child to keep going at something hard depends on a familiar adult being there in the moment.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Discussing children's progress with parents and carers
staying human
The value here is that a specific person handles children's progress and stands behind it. That is earned, not computed.
importance 75 · 3222/02
Source: “Discuss children's progress with parents and carers.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Parents take in news about their child because a familiar person is telling them and can answer questions on the spot.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Teaching appropriate parenting behaviours to individuals or families
staying human
The value here is that a specific person handles appropriate parenting behaviours and stands behind it. That is earned, not computed.
importance 50 · 3222/02
Source: “Teach appropriate parenting behaviours to individuals or families.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Parenting techniques are taught in person and stick because a trusted officer models and practises them with the family.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Contributing to team and multidisciplinary meetings
staying human
The value here is that a specific person handles team and stands behind it. That is earned, not computed.
importance 75 · 3222/03
Source: “Contribute to team and multidisciplinary meetings, providing expertise where appropriate.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Bringing your expertise to a team meeting depends on being there and being trusted by the people round the table.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assisting parents in addressing their children's developmental needs
staying human
The value here is that a specific person handles parents and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Assist parents in addressing their children's developmental needs.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Helping a parent meet their child's development needs happens face to face, and genuine concerns are passed on to health professionals.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Using coaching and mentoring approaches based on clients' age
staying human
The value here is that a specific person handles approaches and stands behind it. That is earned, not computed.
importance 75 · 3222/01
Source: “Use coaching and mentoring approaches based on clients' age, stage, and mental health.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (8–16 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Coaching and mentoring are delivered live and adjusted in the moment to the child in front of you.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Organising drop-in 'offload' sessions for learners to discuss specific issues
staying human
This work happens in the physical world: drop-in 'offload' sessions, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Organise drop-in 'offload' sessions for learners to discuss specific issues.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Drop-in sessions work because a trusted adult is available in person to listen.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Working closely with other professionals like psychologists and social workers
staying human
The value here is that a specific person handles other professionals like psychologists and stands behind it. That is earned, not computed.
importance 75 · 3222/03
Source: “Work closely with other professionals like psychologists and social workers.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Joint work with psychologists and social workers runs on professional trust built between individuals.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assisting in community development by supporting local projects and initiatives
staying human
This work happens in the physical world: community development, in a real place. Software cannot follow it there.
importance 50 · 3222/01
Source: “Assist in community development by supporting local projects and initiatives.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Supporting local projects means turning up and getting involved with the people running them.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Coordinating and directing after-school events to ensure smooth operation and participation
staying human
This work happens in the physical world: after-school events, in a real place. Software cannot follow it there.
importance 60 · 3222/03
Source: “Coordinate and direct after-school events to ensure smooth operation and participation.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Planning an event can be written up, but running it on the day means being there.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Managing early intervention cases, providing direct intervention in line with policies and procedures
staying human
The rules require a named, qualified person to answer for intervention cases, providing direct intervention, and that person cannot be a piece of software.
importance 80 · 3222/01
Source: “Manage early intervention cases, providing direct intervention in line with policies and procedures.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Early intervention is delivered directly to a family by a named officer, with a qualified person accountable for the decisions taken.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Determining causes of truancy and misbehaviour in consultation with parents
staying human
The value here is that a specific person handles causes of truancy and stands behind it. That is earned, not computed.
importance 70 · 3222/01
Source: “Determine causes of truancy and misbehaviour in consultation with parents, teachers, and school staff.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (6–14 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Working out why a child is missing school depends on candid conversations with the child, the parents and school staff.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Participating in professional supervision sessions to improve the quality of their practice
staying human
The value here is that a specific person handles professional supervision sessions and stands behind it. That is earned, not computed.
importance 60 · 3222/01
Source: “Participate in professional supervision sessions to improve the quality of their practice.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (6–14 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Reflective supervision is a two-way conversation about the officer's own practice, which only works between people who know each other.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Interviewing clients individually, in families or in groups, assessing their situations, capabilities and problems to determine what services are required to meet their needs
staying human
The value here is that a specific person handles clients and stands behind it. That is earned, not computed.
importance 85 · 3222/01
Source: “Interview clients individually, in families, or in groups, assessing their situations, capabilities, and problems to determine what services are required to meet their needs.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The interview works because a person is sitting with the family, and the judgement drawn from it is personal and local.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Providing support to learners by addressing issues hindering their learning process
staying human
This work happens in the physical world: support, in a real place. Software cannot follow it there.
importance 80 · 3222/02
Source: “Provide support to learners by addressing issues hindering their learning process.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Helping a learner past what is blocking them depends on knowing that person and being alongside them.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Developing and supporting relationships to increase client and family engagement
staying human
The value here is that a specific person handles relationships and stands behind it. That is earned, not computed.
importance 80 · 3222/01
Source: “Develop and support relationships to increase client and family engagement, tailored to their needs.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: The relationship is the work here; a family engages because a particular person has earned their confidence over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 4/4 · how much data exists 1/4.
Interviewing the child and family to determine if further action
staying human
The rules require a named, qualified person to answer for the child, and that person cannot be a piece of software.
importance 80 · 3222/01
Source: “Interview the child and family to determine if further action is required.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Talking to a child about whether they are safe needs a trusted adult in the room and a qualified judgement afterwards.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Implementing strategies to meet the needs of students with disabilities
staying human
This work happens in the physical world: strategies, in a real place. Software cannot follow it there.
importance 75 · 3222/02
Source: “Implement strategies to meet the needs of students with disabilities.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Strategies for disabled learners are documented, but putting them into practice happens alongside the child, day by day.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Observing and evaluating children's performance
staying human
This work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 75 · 3222/02
Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (4–12 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Judging a young child's behaviour, development and health comes from watching them closely in person over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Resolving behavioural problems to enhance student well-being and success
staying human
This work happens in the physical world: behavioural problems, in a real place. Software cannot follow it there.
importance 75 · 3222/02
Source: “Resolve behavioural problems to enhance student well-being and success.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Sorting out behaviour problems depends on a trusted adult working with the child in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Observing children and collaborate with parents to identify their child's skills
staying human
This work happens in the physical world: children, in a real place. Software cannot follow it there.
importance 65 · 3222/02
Source: “Observe children and collaborate with parents to identify their child's skills.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Recognising a child emerging skills comes from watching them and talking it through with parents.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Providing one-to-one support for underperforming learners outside the classroom
staying human
This work happens in the physical world: one-to-one support, in a real place. Software cannot follow it there.
importance 85 · 3222/02
Source: “Provide one-to-one support for underperforming learners outside the classroom.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: One-to-one support means sitting with the child and responding to them in the moment.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Inspiring and motivating learners to achieve educational goals
staying human
This work happens in the physical world: learners, in a real place. Software cannot follow it there.
importance 80 · 3222/02
Source: “Inspire and motivate learners to achieve educational goals.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (3–11 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Motivating a child to aim higher depends entirely on the relationship with the adult.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 4/4 · how much data exists 2/4.
Investigating concerns and allegations
staying human
The rules require a named, qualified person to answer for concerns, and that person cannot be a piece of software.
importance 85 · 3222/01
Source: “Investigate concerns and allegations.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (2–10 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Investigating allegations about children is legally the job of designated, trained staff working with real people.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 3/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Assisting with hearings and providing testimony to inform custody arrangements
staying human
This work happens in the physical world: hearings, in a real place. Software cannot follow it there.
importance 75 · 3222/01
Source: “Assist with hearings and provide testimony to inform custody arrangements.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Court papers can be drafted with help, but the testimony must be given in person by the officer who knows the child.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 3/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Assessing personal characteristics and home conditions of foster home or adoption applicants
staying human
This work happens in the physical world: personal characteristics, in a real place. Software cannot follow it there.
importance 70 · 3222/01
Source: “Assess personal characteristics and home conditions of foster home or adoption applicants.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (0–12 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Approving a fostering or adoption household means visiting the home, and the law requires a registered social worker to carry out that assessment.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 3/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Organising and supervising breakfast and after-school clubs
staying human
This work happens in the physical world: breakfast, in a real place. Software cannot follow it there.
importance 60 · 3222/02
Source: “Organise and supervise breakfast and after-school clubs.” (UK task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Breakfast and after-school clubs need an adult physically present with the children; only the rotas and planning can be prepared by software.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Placing children in foster or adoptive homes
staying human
This work happens in the physical world: children, in a real place. Software cannot follow it there.
importance 85 · 3222/01
Source: “Place children in foster or adoptive homes, institutions, or medical centres.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Placing a child is a legal decision reserved to registered social workers, and the move itself has to happen in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 3/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Supporting learners in confidence-building activities
staying human
This work happens in the physical world: learners, in a real place. Software cannot follow it there.
importance 85 · 3222/02
Source: “Support learners in confidence-building activities.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Confidence grows through activities run by an adult the child knows and trusts.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Enforcing behavioural policies to promote positive conduct
staying human
This work happens in the physical world: behavioural policies, in a real place. Software cannot follow it there.
importance 75 · 3222/02
Source: “Enforce behavioural policies to promote positive conduct.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Enforcing behaviour rules needs an adult present whom children recognise and respect.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Instructing in socially acceptable behaviour using behaviour modification techniques
staying human
This work happens in the physical world: socially acceptable behaviour, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Instruct in socially acceptable behaviour using behaviour modification techniques.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Changing how a child behaves depends on being in the room and on the child trusting you.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Sponsoring extracurricular activities, clubs, student organisations and academic contests
staying human
This work happens in the physical world: extracurricular activities, clubs, student organisations and academic contests, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Sponsor extracurricular activities including clubs, student organisations, and academic contests.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–8 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running clubs and contests means being there with the children; only the planning and paperwork can be prepared in advance.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Presenting evidence or information at court cases
staying human
This work happens in the physical world: evidence, in a real place. Software cannot follow it there.
importance 50 · 3222/03
Source: “Present evidence or information at court cases as required.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Giving evidence in court is done in person by the accountable professional who did the work.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 3/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Giving evidence in court
staying human
This work happens in the physical world: evidence, in a real place. Software cannot follow it there.
importance 70 · 3222/01
Source: “Give evidence in court.” (UK task statement)
How this row was scored
Exposure score: 2 out of 100 (0–6 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Evidence has to be given in person, on oath, by the officer who knows the case; nothing can stand in for that.
The five ratings: output a model can produce 0/4 · needs a body in a room 2/4 · needs an accountable person 3/4 · needs to be trusted in the moment 2/4 · how much data exists 1/4.
Providing care and supporting for children in various institutional settings
staying human
This work happens in the physical world: care, in a real place. Software cannot follow it there.
importance 75 · 3222/01
Source: “Provide care and support for children in various institutional settings.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Caring for children in a residential or day setting is hands-on work that only happens with a person in the room.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 4/4 · how much data exists 1/4.
Discussing issues with parents during home visits
staying human
This work happens in the physical world: issues, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Discuss issues with parents during home visits.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Home visits mean sitting in someone house and talking with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Running extra-curricular activities, including homework clubs, reading clubs, sports, music and discos
staying human
This work happens in the physical world: extra-curricular activities, including homework clubs, reading clubs, sports, in a real place. Software cannot follow it there.
importance 70 · 3222/02
Source: “Run extra-curricular activities, including homework clubs, reading clubs, sports, music, and discos.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running clubs and after-school activities means being there with the children.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assisting disabled students in accessing facilities
staying human
This work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 60 · 3222/02
Source: “Assist disabled students in accessing facilities, such as toilets.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: This is hands-on personal help that only someone in the room can give.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Teaching classes on subjects related to education and career planning
staying human
This work happens in the physical world: classes, in a real place. Software cannot follow it there.
importance 60 · 3222/02
Source: “Teach classes on subjects related to education and career planning.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Teaching a class means standing in front of pupils and responding to them.
The five ratings: output a model can produce 2/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Conducting group sessions and workshops for parents at school
staying human
This work happens in the physical world: group sessions, in a real place. Software cannot follow it there.
importance 50 · 3222/02
Source: “Conduct group sessions and workshops for parents at school.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running workshops for parents at school means being in the room with them.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Providing group activities, anger management classes
staying human
This work happens in the physical world: group activities, anger management classes, in a real place. Software cannot follow it there.
importance 50 · 3222/02
Source: “Provide group activities such as anger management classes.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Group sessions such as anger management are led in person by someone the group trusts.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Developing playful yet professional relationships with children
staying human
This work happens in the physical world: playful yet professional relationships, in a real place. Software cannot follow it there.
importance 85 · 3222/03
Source: “Develop playful yet professional relationships with children.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: A warm, professional relationship with a child only exists between real people.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 4/4 · how much data exists 1/4.
Assisting students during academic lessons and extracurricular activities
staying human
This work happens in the physical world: students during academic lessons, in a real place. Software cannot follow it there.
importance 70 · 3222/03
Source: “Assist students during academic lessons and extracurricular activities.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Helping pupils during lessons and activities means being alongside them.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay: £31,000a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
People doing this job: 60,600in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: records of clients in, a record out. The rows above are exactly that shape: monitoring attendance and punctuality of learners and referring clients to other services. What it cannot do is be there in the room, and that is still where promote positive behaviour among learners get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Start with what does not change: helping promote positive behaviour among learners is the middle of this job, and the evidence on this page says it stays with a person.

So, given all that: 13% of this job's task weight sits in rows the software is already learning, 13% in rows that change shape rather than disappear, and 74% in rows it is nowhere near. That is the position, measured across 114 scored tasks. It is not a forecast about you.

So the thing worth your attention is not the job going away. It is the layer around it. Monitoring attendance and punctuality of learners is the part turning into software, and being the person who understands that layer is worth money.

This week: one thing

Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to records of clients, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.

What you end up holding: a straight answer about what is actually being rolled out, and when
How long it takes: ten minutes

If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether promote positive behaviour among learners are in scope or not. Nothing to log into, no licence needed.

Over the next 90 days

Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near monitoring the progress of learners according to the action plans. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.

Over the next 12 months

On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to child and early years officers (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was welfare professionals n.e.c.: only about 28% of its durable work is work you already do. And on the numbers you do not need one. This job scores 27/100 here, with only 13% of the task list in the top band, and “promote children's rights, safety and wellbeing” is not work that hands over cleanly. None of them beats deepening what you already have.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Welfare professionals n.e.c.
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “place children in foster or adoptive homes, institutions, or medical centres”. Across the whole of both lists that adds up to about 28% of the work in that job the software is not taking.
Why I am not recommending it: It is closer than most, and still not close enough: about 28% of that job's durable work is already yours, against the 35% I want to see before I will call something a route.
Look at that job’s page anyway →
Youth and community workers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “develop and support relationships to increase client and family engagement, tailored to their needs”. Across the whole of both lists that adds up to about 13% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 13% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
Look at that job’s page anyway →
Social workers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “place children in foster or adoptive homes, institutions, or medical centres”. Across the whole of both lists that adds up to about 12% of the work in that job the software is not taking.
Why I am not recommending it: You would be starting most of it from nothing: about 12% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 13% of its task weight, across 114 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The headlines about your trade disappearing
They are usually about the technology, not the timetable. Changes to work like helping promote positive behaviour among learners arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.
Retraining out of a job that is holding up
On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Social and Human Service Assistants is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

In US official statistics this job is counted as Social and Human Service Assistants. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
National Careers Service
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
- Discover your skills and careers (the skills assessment)
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Skills Bootcamps
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers Wales
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
Free, Department for the Economy-funded

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for child / early years officers, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 13% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for child / early years officers. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for child / early years officers launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for child / early years officers yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for child / early years officers existed, with researched problems, courses and people in the same boat, would you want in?

Your email

We use your email address for one thing: to tell you if a Space for child / early years officers launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Child and early years officers?: Not as a job, but it is already doing parts of the work. Across the 114 official task statements scored for Child and early years officers (United Kingdom, SOC 3222), 13% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 27 out of 100 (range 22–33, band: low). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Child and early years officers” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Maintain scheduling and event calendars” (93/100, very high); “Monitor attendance and punctuality of learners” (81/100, very high); “Update attendance records to maintain accurate documentation” (81/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Child and early years officers” stay human?: About 74% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Assist students during academic lessons and extracurricular activities” (0/100, minimal); “Develop playful yet professional relationships with children” (0/100, minimal); “Provide group activities such as anger management classes” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Child and early years officers” do about AI?: Start from the ledger rather than the headline: 13% of this job's weighted core work is exposed, and roughly 74% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Child and early years officers calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 114 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

Provisional, because the ONS revises this figure in the autumn.
This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
28 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights: gaisi-index (relatedness)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

How we score a job Download this release Look up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.