Will AI replace Higher level teaching assistants?

Not as a job, but it is already doing parts of the work. Across the 42 official task statements scored for Higher level teaching assistants (United Kingdom, SOC 3231), 11% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 20 out of 100 (range 16–26, 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 “Higher level teaching assistants” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “Find educational resources for teachers and pupils” (93/100, very high); “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools” (83/100, 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 “Higher level teaching assistants” stay human?

About 79% 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: “Restock teaching materials or supplies” (0/100, minimal); “Laminate teaching materials to increase their durability under repeated use” (0/100, minimal); “Administer first aid or cardiopulmonary resuscitation” (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 “Higher level teaching assistants” do about AI?

Start from the ledger rather than the headline: 11% of this job's weighted core work is exposed, and roughly 79% 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 Higher level teaching assistants 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 42 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

Higher level teaching assistants

assisting teachers in developing effective teaching strategies, enforcing classroom policies to maintain a conducive learning environment and reading to pupils in a class. If that's your week, this page is about your job.

The honest answer

AI changes the edges of this job, not the middle: assisting pupils who need help dressing or are upset 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: 11%
changing shape: 10%
staying human: 79%

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

Whole-job exposure score 20 out of 100 (16–26 allowing for uncertainty): low exposure, across 42 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 higher level teaching assistants 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 recording grades for examinations, assignments or papers: the paper around the work, not the work.

Your week, as this page understands it

Higher level teaching assistants (HLTA’s) assist teachers with their day-to-day classroom work, the provision and planning of and the creation of lesson materials. HLTA’s teach classes on their own and may be trained in relevant learning strategies such as literacy. They may support students with special/additional needs and work in special and additional needs schools. The job title says “higher level teaching assistants”. The real job is the part underneath: assisting pupils who need help dressing or are upset. 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 higher level teaching assistants is not one task. It is 42 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is assisting pupils who need help dressing or are upset, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 11%
changing shape: 10%
staying human: 79%

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.

25 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

5 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.

Recording grades for examinations, assignments or papers
This is reading one thing and writing another: grades in, a record out. That is the shape today's tools are built for.
importance 75 · 3231/00
Source: “Record grades for examinations, assignments, or papers.” (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: Entering marks into a school system is straightforward data work that software does reliably.
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.
Grading homework and tests using answer sheets or electronic devices
This is reading one thing and writing another: homework in, a record out. That is the shape today's tools are built for.
importance 75 · 3231/00
Source: “Grade homework and tests using answer sheets or electronic devices.” (UK task statement)
How this row was scored
Exposure score: 62 out of 100 (58–66 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: Marking against answer sheets is routine checking that software already does quickly and reliably.
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 0/4 · how much data exists 4/4.
Finding educational resources for teachers and pupils
This is reading one thing and writing another: educational resources in, a record out. That is the shape today's tools are built for.
importance 70 · 3231/00
Source: “Find educational resources for teachers and pupils.” (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: Finding teaching resources on a topic is search and selection, which software does quickly and well.
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.
Preparing objectives and outlines for courses of study
This is reading one thing and writing another: objectives in, a record out. That is the shape today's tools are built for.
importance 70 · 3231/00
Source: “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 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: Course outlines follow published curriculum guidance, which AI turns into usable documents quickly.
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 4/4.

Changing shape

4 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 pupils' performance and recording relevant data to assess progress
The software now makes the first pass at pupils' performance, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 90 · 3231/00
Source: “Monitor pupils' performance and record relevant data to assess progress.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial 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: Recording and tracking pupil progress is data work that software handles 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.
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 85 · 3231/00
Source: “Monitor the progress of learners according to the action plans.” (UK task statement)
How this row was scored
Exposure score: 42 out of 100 (35–49 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: Checking progress against written action plans is largely record and data work.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Taking class attendance
The software now makes the first pass at class attendance, but part of it still happens in the physical world. So the job becomes checking and deciding rather than producing.
importance 80 · 3231/00
Source: “Take class attendance.” (UK task statement)
How this row was scored
Exposure score: 41 out of 100 (34–48 allowing for uncertainty): partial 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: Marking who is present is simple recording, though someone still has to see who is in the room.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.

Staying human

33 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.

Assisting teachers in developing effective teaching strategies
The value here is that a specific person handles teachers and stands behind it. That is earned, not computed.
importance 95 · 3231/00
Source: “Assist teachers in developing effective teaching strategies.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low 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: Suggesting teaching approaches draws on widely published practice, though it lands through conversations with the teacher.
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 2/4 · how much data exists 3/4.
Coordinating teaching efforts by discussing assigned duties with classroom teachers
This work happens in the physical world: efforts, in a real place. Software cannot follow it there.
importance 95 · 3231/00
Source: “Coordinate teaching efforts by discussing assigned duties with classroom teachers.” (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: Sorting out who does what with teachers is a conversation held in school, usually face to face.
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.
Observing, documenting and reporting the progress students make
This work happens in the physical world: the progress students make, in a real place. Software cannot follow it there.
importance 90 · 3231/00
Source: “Observe, document and report the progress students make.” (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: Writing up progress is easy to automate, but the observing happens in the classroom.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

Show the other 32 tasks

Maintaining attendance records for educational or organisational purposes
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 · 3231/00
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.
Using audio-visual aids and technologies to present information interactively
changing shape
The software now makes the first pass at audio-visual aids, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 3231/00
Source: “Use audio-visual aids and technologies to present information interactively.” (UK task statement)
How this row was scored
Exposure score: 53 out of 100 (49–57 allowing for uncertainty): partial 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: Slides, clips and interactive materials are quick to generate, though someone still runs the session in the room.
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 4/4.
Communicating pupils' progress to parents and teachers in person
staying human
The value here is that a specific person handles pupils' progress and stands behind it. That is earned, not computed.
importance 85 · 3231/00
Source: “Communicate pupils' progress to parents and teachers in person, by phone, or by email.” (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: Progress updates can be drafted automatically, but parents expect them from someone who knows their child.
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.
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 70 · 3231/00
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.
Operating equipment, computers or audio-visual aids to supplement presentations
staying human
This work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 70 · 3231/00
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (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: The material itself is easy to generate, but someone in the classroom sets up and runs the equipment.
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.
Organising presentations and demonstrations for various stakeholders
staying human
This work happens in the physical world: presentations, in a real place. Software cannot follow it there.
importance 60 · 3231/00
Source: “Organise presentations and demonstrations for various stakeholders.” (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; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: The materials are easy to prepare, but presenting to an audience means being there.
The five ratings: output a model can produce 3/4 · 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.
Providing individual teaching within defined parameters in partnership with a teacher
staying human
This work happens in the physical world: individual teaching within defined parameters, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Provide individual teaching within defined parameters in partnership with a teacher.” (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: Practice material and tutoring tools exist, but the assistant works alongside a pupil in class under the teacher's direction.
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.
Leading homework and revision sessions
staying human
This work happens in the physical world: homework, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Lead homework and revision sessions.” (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: 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: Software can set and mark revision work, but running the session happens in a room with pupils.
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 2/4 · how much data exists 3/4.
Providing tailored instruction to individual students or small groups in a specific subject
staying human
This work happens in the physical world: tailored instruction, in a real place. Software cannot follow it there.
importance 90 · 3231/00
Source: “Provide tailored instruction to individual students or small groups in a specific subject.” (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: 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: One-to-one teaching depends on sitting with the pupil and knowing how they respond.
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 3/4.
Organising and labelling materials and displaying students' work in a manner appropriate for their eye levels and perceptual skills
staying human
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 75 · 3231/00
Source: “Organise and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.” (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 rating behind it: Putting up labelled displays at children's eye level is hands-on classroom work.
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 0/4 · how much data exists 2/4.
Teaching learning behaviours to support independent learning
staying human
This work happens in the physical world: behaviours, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Teach learning behaviours to support independent learning.” (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: Teaching a child how to work independently happens through daily contact with them.
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.
Organising and supervising games and other recreational activities to promote physical
staying human
This work happens in the physical world: games, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Organise and supervise games and other recreational activities to promote physical, mental, and social development.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Supervising children at games and activities has to be done in person.
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 2/4 · how much data exists 2/4.
Teaching students effective communication skills for personal and academic success
staying human
This work happens in the physical world: students effective communication skills, in a real place. Software cannot follow it there.
importance 80 · 3231/00
Source: “Teach students effective communication skills for personal and academic success.” (UK task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 allowing for uncertainty): minimal 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: Communication skills are taught by practising with a real person who knows the pupil.
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 3/4.
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 80 · 3231/00
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: Bookings and rotas can be organised digitally, but supervising children before and after school means adults being there.
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.
Supervising and monitoring students' use of tools and equipment
staying human
This work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.
importance 70 · 3231/00
Source: “Supervise and monitor students' use of tools and equipment.” (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 rating behind it: Watching pupils use equipment safely needs an adult present who can step in straight away.
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 1/4 · how much data exists 1/4.
Conducting discussions, supervised role-playing or reading aloud to students under teacher guidance
staying human
This work happens in the physical world: discussions, supervised role-playing or reading aloud, in a real place. Software cannot follow it there.
importance 90 · 3231/00
Source: “Conduct discussions, supervised role-playing, or reading aloud to students under teacher guidance.” (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: Reading aloud and running role-play with a class happens in the room with the children.
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 classroom policies to maintain a conducive learning environment
staying human
This work happens in the physical world: classroom policies, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Enforce classroom policies to maintain a conducive learning environment.” (UK task statement)
How this row was scored
Exposure score: 2 out of 100 (0–9 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: Keeping order in a classroom means being there with the children.
The five ratings: output a model can produce 0/4 · 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.
Monitoring students in halls and canteens for orderly conduct
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 60 · 3231/00
Source: “Monitor students in halls and canteens for orderly conduct.” (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.
The rating behind it: Supervising a hall full of pupils means an adult being physically present and able to step in.
The five ratings: output a model can produce 0/4 · 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 1/4.
Assisting pupils who need help dressing or are upset
staying human
This work happens in the physical world: pupils who need help, in a real place. Software cannot follow it there.
importance 90 · 3231/00
Source: “Assist pupils who need help dressing or are upset.” (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: Helping a child dress or settle when upset is hands-on care.
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 0/4 · how much data exists 1/4.
Leading classes with assistance from the teacher
staying human
This work happens in the physical world: classes, in a real place. Software cannot follow it there.
importance 90 · 3231/00
Source: “Lead classes with assistance from the teacher.” (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: Leading a class means standing in front of children and managing the room.
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.
Reading to pupils in a class
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 85 · 3231/00
Source: “Read to pupils in a class, group, or one-to-one setting.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Reading with a class or a child is done 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 0/4 · how much data exists 2/4.
Distributing tests and homework assignments to students
staying human
This work happens in the physical world: tests, in a real place. Software cannot follow it there.
importance 80 · 3231/00
Source: “Distribute tests and homework assignments to students.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Handing papers out to pupils is a physical job 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 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Leading students on field trips to enhance their learning experience
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 80 · 3231/00
Source: “Lead students on field trips to enhance their learning experience.” (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: Taking pupils out on a trip means going with 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 2/4 · how much data exists 1/4.
Providing emotional support and basic first aid to children who are upset or unwell
staying human
This work happens in the physical world: emotional support, in a real place. Software cannot follow it there.
importance 80 · 3231/00
Source: “Provide emotional support and basic first aid to children who are upset or unwell.” (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: Comforting an upset child and giving first aid needs a person physically there.
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.
Supervising and managing pupils during playtime and lunchtime activities
staying human
This work happens in the physical world: pupils during playtime, in a real place. Software cannot follow it there.
importance 80 · 3231/00
Source: “Supervise and manage pupils during playtime and lunchtime 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 rating behind it: Watching over children at break and lunch needs an adult present.
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 0/4 · how much data exists 1/4.
Supervising students during break time to ensure safety
staying human
This work happens in the physical world: students during break time, in a real place. Software cannot follow it there.
importance 75 · 3231/00
Source: “Supervise students during break time to ensure safety.” (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: Watching children at break is simply about having an adult present.
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 2/4 · how much data exists 1/4.
Conducting demonstrations to teach sports skills to students
staying human
This work happens in the physical world: demonstrations, in a real place. Software cannot follow it there.
importance 60 · 3231/00
Source: “Conduct demonstrations to teach sports skills to students.” (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: Demonstrating sports skills means doing them in front of pupils.
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.
Setting up and tidy classrooms for lessons
staying human
This work happens in the physical world: and tidy classrooms, in a real place. Software cannot follow it there.
importance 60 · 3231/00
Source: “Set up and tidy classrooms for lessons.” (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: Arranging and clearing a classroom is physical work.
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 0/4 · how much data exists 2/4.
Supporting out of school activities
staying human
This work happens in the physical world: of school activities, in a real place. Software cannot follow it there.
importance 60 · 3231/00
Source: “Support out of school 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: Supporting activities outside lessons means being present 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 1/4.
Administering first aid or cardiopulmonary resuscitation
staying human
This work happens in the physical world: first aid, in a real place. Software cannot follow it there.
importance 50 · 3231/00
Source: “Administer first aid or cardiopulmonary resuscitation.” (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 rating behind it: Giving first aid or CPR means putting hands on the person straight away.
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 1/4 · how much data exists 3/4.
Laminating teaching materials to increase their durability
staying human
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 50 · 3231/00
Source: “Laminate teaching materials to increase their durability under repeated use.” (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: Laminating materials is a hands-on job at the machine.
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 0/4 · how much data exists 1/4.
Restocking teaching materials or supplies
staying human
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 50 · 3231/00
Source: “Restock teaching materials or supplies.” (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: Restocking supplies means physically fetching and putting things out.
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 0/4 · how much data exists 1/4.

What this job pays, and how many people do it

Median pay: £25,400a 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: 62,100in 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: pupils' performance in, a record out. The rows above are exactly that shape: recording grades for examinations, assignments or papers and grading homework and tests using answer sheets or electronic devices. What it cannot do is be there in the room, and that is still where pupils who need help gets 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: assisting pupils who need help dressing or are upset is the middle of this job, and the evidence on this page says it stays with a person.

So, given all that: 11% of this job's task weight sits in rows the software is already learning, 10% in rows that change shape rather than disappear, and 79% in rows it is nowhere near. That is the position, measured across 42 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. Recording grades for examinations, assignments or papers 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 pupils' performance, 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 pupils who need help is 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 pupils' performance and recording relevant data to assess progress. 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 higher level teaching assistants (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was teaching assistants: it pays 16.5% less. And on the numbers you do not need one. This job scores 20/100 here, with only 11% of the task list in the top band, and “assist teachers in developing effective teaching strategies” 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.

Teaching assistants
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “distribute tests and homework assignments to students”. Across the whole of both lists that adds up to about 60% of the work in that job the software is not taking.
Why I am not recommending it: It is a pay cut, in those words: £21,239 against your £25,434, 16.5% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Educational support assistants
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide tailored instruction to individual students or small groups in a specific subject”. Across the whole of both lists that adds up to about 39% of the work in that job the software is not taking.
Why I am not recommending it: It is a pay cut, in those words: £21,448 against your £25,434, 15.7% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Education managers
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already support out of school activities, and their equivalent is to direct activities of teachers at schools and institutions. Across both published task lists that is about 11% of the durable work in that job.
Why I am not recommending it: You would be starting most of it from nothing: about 11% 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: 11% of its task weight, across 42 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 assisting pupils who need help dressing or are upset 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 Teaching Assistants, Except Postsecondary 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 Teaching Assistants, Except Postsecondary. 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 higher level teaching assistants, 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 11% 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 higher level teaching assistants. 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 higher level teaching assistants 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 higher level teaching assistants 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 higher level teaching assistants 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 higher level teaching assistants 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 Higher level teaching assistants?: Not as a job, but it is already doing parts of the work. Across the 42 official task statements scored for Higher level teaching assistants (United Kingdom, SOC 3231), 11% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 20 out of 100 (range 16–26, 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 “Higher level teaching assistants” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Record grades for examinations, assignments, or papers” (93/100, very high); “Find educational resources for teachers and pupils” (93/100, very high); “Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of regions and schools” (83/100, 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 “Higher level teaching assistants” stay human?: About 79% 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: “Restock teaching materials or supplies” (0/100, minimal); “Laminate teaching materials to increase their durability under repeated use” (0/100, minimal); “Administer first aid or cardiopulmonary resuscitation” (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 “Higher level teaching assistants” do about AI?: Start from the ledger rather than the headline: 11% of this job's weighted core work is exposed, and roughly 79% 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 Higher level teaching assistants 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 42 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.
25 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.