UK dataswitch to US
Nursery education teaching professionals
planning and delivering age-appropriate educational activities to support children's learning and development using a range of teaching strategies, assimilating arriving children to the school environment by greeting them and assisting in improving a child's physical coordination. If that's your week, this page is about your job.
The honest answer
AI changes the edges of this job, not the middle: aiding in the enhancement of a child's language skills is work software can't reach.
What shifts is drafting programme outlines to guide instructional sessions across various subjects: the overhead at the edges, not the middle you trained for.
Your week, as this page understands it
Nursery education teaching professionals care for and teach children up to the age of entry into primary school. The job title says “nursery education teaching professionals”. The real job is the part underneath: aiding in the enhancement of a child's language skills. 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 nursery education teaching professionals is not one task. It is 54 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is aiding in the enhancement of a child's language skills, and the ledger below shows exactly why.
Where the work sits, by task weight
- shifting to AI
- 12%
- changing shape
- 5%
- staying human
- 83%
These bars are tasks changing hands, not people being counted out. The ledger below shows which.
Whole-job exposure score 21 out of 100 (17–27 allowing for uncertainty): low exposure, across 54 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 nursery education teaching professionals 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.
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.
- One task scored differently between repeat runs, so its range on this page is wider. We would rather show the wobble than hide 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
7 tasksTasks 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.
Planning and evaluating educational activities
This is reading one thing and writing another: educational activities in, a record out. That is the shape today's tools are built for.
importance 85 · 2315/00Source: “Plan and evaluate educational activities.” (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: Planning activities and reviewing how they went is desk work using notes and feedback already collected.
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.
Planning and preparing lessons
This is reading one thing and writing another: lessons in, a record out. That is the shape today's tools are built for.
importance 85 · 2315/00Source: “Plan and prepare lessons.” (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: Lesson plans and resources draft well from the curriculum, with the teacher adapting them for the class.
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.
Drafting programme outlines to guide instructional sessions across various subjects
This is reading one thing and writing another: programme outlines in, a record out. That is the shape today's tools are built for.
importance 80 · 2315/00Source: “Draft programme outlines to guide instructional sessions across various subjects.” (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: Session outlines draw on widely published teaching material that AI shapes into usable plans.
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.
Maintaining accurate records
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 75 · 2315/00Source: “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.
Changing shape
3 tasksTasks 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.
Planning assignments for teaching assistants and volunteers
The software now makes the first pass at assignments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2315/00Source: “Plan assignments for teaching assistants and volunteers.” (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: Allocating tasks is straightforward planning, though it depends on knowing the staff and pupils involved.
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.
Taking notes on client or student progress for care or educational purposes
The software now makes the first pass at notes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2315/00Source: “Take notes on client or student progress for care or educational purposes.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (52–60 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: Writing up progress notes is routine structured recording 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 0/4 · how much data exists 3/4.
Maintaining inventory of classroom equipment
The software now makes the first pass at inventory of classroom equipment, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2315/00Source: “Maintain inventory of classroom equipment, materials, and supplies.” (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: The list keeps itself digitally, but somebody still has to check what is in the cupboard.
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 3/4.
Staying human
44 tasksTasks 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.
Planning and delivering age-appropriate educational activities to support children's learning and development using a range of teaching strategies
This work happens in the physical world: age-appropriate educational activities, in a real place. Software cannot follow it there.
importance 90 · 2315/00Source: “Plan and deliver age-appropriate educational activities to support children's learning and development using a range of teaching strategies.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 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: Activity plans draft quickly from the early-years framework, but delivering them to under-fives happens in person.
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 2/4 · how much data exists 3/4.
Conducting educational activities for school children to support developmental milestones
This work happens in the physical world: educational activities, in a real place. Software cannot follow it there.
importance 90 · 2315/00Source: “Conduct educational activities for school children to support developmental milestones.” (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: 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: Activity plans are easy to write, but running them with three-year-olds happens in the room.
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 3/4.
Aiding in the enhancement of a child's language skills
This work happens in the physical world: the enhancement of a child's language skills, in a real place. Software cannot follow it there.
importance 90 · 2315/00Source: “Aid in the enhancement of a child's language skills.” (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; the value is that a specific person does it.
The rating behind it: Young children build language through back-and-forth play with an adult who is there with them.
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 4/4 · how much data exists 2/4.
Show the other 44 tasks
Developing multimedia visual aids for teaching
shifting to AIThis is reading one thing and writing another: multimedia visual aids in, a record out. That is the shape today's tools are built for.
importance 70 · 2315/00Source: “Develop multimedia visual aids for teaching.” (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: Making pictures, slides and simple teaching resources is now quick and good with everyday software.
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.
Completing detailed paperwork related to these reports
shifting to AIThis is reading one thing and writing another: detailed paperwork in, a record out. That is the shape today's tools are built for.
importance 70 · 2315/00Source: “Complete detailed paperwork related to these reports.” (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: Completing structured paperwork from information already recorded is routine 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 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Selecting and ordering classroom equipment
shifting to AIThis is reading one thing and writing another: classroom equipment in, a record out. That is the shape today's tools are built for.
importance 70 · 2315/00Source: “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.
Consulting with other staff members to plan and schedule lessons promoting learning
staying humanThe ratings behind this row put other staff members well outside what today's tools can do on their own.
importance 80 · 2315/00Source: “Consult with other staff members to plan and schedule lessons promoting learning, following approved curricula.” (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 drafts the lesson plans, but agreeing and scheduling them happens between colleagues in 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.
Developing and implementing new teaching methods to reflect changes in research
staying humanThe ratings behind this row put new teaching methods well outside what today's tools can do on their own.
importance 75 · 2315/00Source: “Develop and implement new teaching methods to reflect changes in research.” (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: Software can propose new teaching approaches, but changing how a course actually runs takes people.
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.
Collaborating with colleagues to develop and plan curriculum
staying humanThe value here is that a specific person handles colleagues and stands behind it. That is earned, not computed.
importance 80 · 2315/00Source: “Collaborate with colleagues to develop and plan curriculum.” (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: Curriculum drafting is well supported by software, though agreeing it happens in discussion with colleagues.
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.
Developing nursery programmes in collaboration with other teachers and administrators
staying humanThe value here is that a specific person handles nursery programmes and stands behind it. That is earned, not computed.
importance 80 · 2315/00Source: “Develop nursery programmes in collaboration with other teachers and administrators.” (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: Programme design is desk work that software supports well, though agreeing it involves the whole staff team.
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.
Recruiting staff for the nursery
staying humanThe value here is that a specific person handles staff and stands behind it. That is earned, not computed.
importance 60 · 2315/00Source: “Recruit staff for the nursery.” (UK task statement)
How this row was scored
Exposure score: 34 out of 100 (27–41 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: Adverts and shortlisting are easy, but hiring nursery staff needs interviews and strict background checks.
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 2/4 · how much data exists 3/4.
Discussing individual students' progress with other teachers
staying humanThe value here is that a specific person handles individual students' progress and stands behind it. That is earned, not computed.
importance 85 · 2315/00Source: “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.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying humanThe ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 80 · 2315/00Source: “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.
Planning and preparing materials
staying humanThis work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Plan and prepare materials.” (UK task statement)
How this row was scored
Exposure score: 25 out of 100 (18–32 allowing for uncertainty): low 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: Deciding what materials a job needs can be worked out on a screen, but getting them ready is physical.
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 0/4 · how much data exists 2/4.
Engaging parents in educational activities and decision-making
staying humanThe value here is that a specific person handles parents and stands behind it. That is earned, not computed.
importance 75 · 2315/00Source: “Engage parents in educational activities and decision-making.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (17–25 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: Parents get involved because they trust the person who greets them at the door.
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 3/4 · how much data exists 2/4.
Observing, documenting and reporting the progress students make
staying humanThis work happens in the physical world: the progress students make, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Observe, document and report the progress students make.” (UK task statement)
How this row was scored
Exposure score: 19 out of 100 (12–26 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: Writing up progress is straightforward once observed, but the observing happens with the child in the room.
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 1/4 · how much data exists 2/4.
Planning or conducting activities for an instructional programme that balances demonstration
staying humanThis work happens in the physical world: activities, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Plan or conduct activities for an instructional programme that balances demonstration, instruction, and work time.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 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: Planning the shape of a session is easy to draft, but running it with small children is not.
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 2/4 · how much data exists 3/4.
Implementing inclusive educational programmes to ensure equal learning opportunities for all children
staying humanThis work happens in the physical world: inclusive educational programmes, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Implement inclusive educational programmes to ensure equal learning opportunities for all children.” (UK task statement)
How this row was scored
Exposure score: 18 out of 100 (11–25 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: Inclusion plans can be drafted from good guidance, but delivering them happens with the children.
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 2/4 · how much data exists 3/4.
Attending conferences and seminars for professional development
staying humanThis work happens in the physical world: conferences, in a real place. Software cannot follow it there.
importance 75 · 2315/00Source: “Attend conferences and seminars for professional development.” (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 same decision, made over and over; work that happens in the physical world.
The rating behind it: Attending in person is the point of it, even where sessions are also available online.
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 1/4 · how much data exists 3/4.
Preparing the learning environment and resources for educational sessions
staying humanThis work happens in the physical world: the learning environment, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Prepare the learning environment and resources for educational sessions.” (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: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Ideas for the setup are easy; putting out the resources is done by hand each morning.
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 0/4 · how much data exists 3/4.
Discussing children's progress with parents and carers
staying humanThis work happens in the physical world: children's progress, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Discuss children's progress with parents and carers.” (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: Summaries can be produced automatically, but parents want the person who looks after their child to talk to them.
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.
Providing materials and resources for children to explore and manipulating in learning activities
staying humanThis work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Provide materials and resources for children to explore and manipulate in learning activities.” (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 same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Resources can be designed digitally, but handing them out and setting them up happens in class.
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 3/4.
Supervising and training others in own area of practice
staying humanThis work happens in the physical world: this work, in a real place. Software cannot follow it there.
importance 70 · 2315/00Source: “Supervise and train others in own area of practice as appropriate.” (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: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Showing a colleague how to do the work well happens alongside them in the setting.
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 2/4.
Supervising volunteers
staying humanThis work happens in the physical world: volunteers, in a real place. Software cannot follow it there.
importance 70 · 2315/00Source: “Supervise volunteers.” (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: Supervising volunteers means being present, spotting problems and responding to people as they work.
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.
Promoting mathematical development through stories
staying humanThis work happens in the physical world: mathematical development, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Promote mathematical development through stories, songs, and games.” (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: Stories, songs and games can be chosen in advance, but sharing them with young children happens in person.
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.
Creating a healthy and safe space for learning
staying humanThis work happens in the physical world: a healthy, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Create a healthy and safe space for learning.” (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: work that happens in the physical world.
The rating behind it: Making a room safe and welcoming for small children involves setting it up and watching it.
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 2/4.
Providing assistive devices to support disabled students' educational needs
staying humanThis work happens in the physical world: assistive devices, in a real place. Software cannot follow it there.
importance 70 · 2315/00Source: “Provide assistive devices to support disabled students' educational needs.” (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: work that happens in the physical world.
The rating behind it: Fitting and handing over equipment for a disabled child is a hands-on job.
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 2/4.
Building and maintaining relationships with parents to support child development and education
staying humanThis work happens in the physical world: relationships, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Build and maintain relationships with parents to support child development and education.” (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: A trusting relationship between a parent and the person caring for their child is the whole point of this.
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 1/4.
Communicating learning objectives clearly to pupils to enhance understanding and engagement
staying humanThis work happens in the physical world: objectives, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Communicate learning objectives clearly to pupils to enhance understanding and engagement.” (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; the value is that a specific person does it.
The rating behind it: Getting an idea across to a two- or three-year-old is done face to face, in the moment.
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.
Identifying signs of emotional or developmental problems in children
staying humanThis work happens in the physical world: signs of emotional, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Identify signs of emotional or developmental problems in children.” (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; the value is that a specific person does it.
The rating behind it: Spotting early signs of a problem comes from watching a child closely over time and passing concerns on.
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.
Observing and evaluating children's performance
staying humanThis work happens in the physical world: children's performance, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Observe and evaluate children's performance, behaviour, social development, and physical health.” (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: Noticing how a very young child is developing comes from being with them and watching closely.
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.
Teaching basic skills, such as colour, shape, number and letter recognition, personal hygiene or social skills
staying humanThis work happens in the physical world: basic skills, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Teach basic skills, such as colour, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.” (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: Teaching hygiene and early skills to small children with additional needs is hands-on, repeated work in person.
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.
Assisting children in developing curiosity and knowledge
staying humanThis work happens in the physical world: children, in a real place. Software cannot follow it there.
importance 90 · 2315/00Source: “Assist children in developing curiosity and knowledge.” (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; the value is that a specific person does it.
The rating behind it: Curiosity grows through a grown-up responding to a child in the moment.
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 4/4 · how much data exists 2/4.
Motivating and stimulating a child's learning abilities
staying humanThis work happens in the physical world: a child's learning abilities, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Motivate and stimulate a child's learning abilities, often encouraging learning through experience.” (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; the value is that a specific person does it.
The rating behind it: Motivating a small child depends on a person they know responding to them.
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 4/4 · how much data exists 2/4.
Supporting the development of a child's personal and social abilities
staying humanThis work happens in the physical world: the development of a child's personal and social, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Support the development of a child's personal and social abilities.” (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; the value is that a specific person does it.
The rating behind it: A child learns to get on with others through their relationship with a familiar adult who is there with them.
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 4/4 · how much data exists 2/4.
Assimilating arriving children to the school environment by greeting them
staying humanThis work happens in the physical world: children, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
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: Welcoming children at the door and helping them out of coats is hands-on work at the start of the day.
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.
Assisting in improving a child's physical coordination
staying humanThis work happens in the physical world: improving a child's physical coordination, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Assist in improving a child's physical coordination.” (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 a child improve physical coordination means being with them, guiding and moving alongside them.
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 3/4 · how much data exists 1/4.
Ensuring the health and safety of children and staff is maintained during all activities
staying humanThis work happens in the physical world: the health, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Ensure the health and safety of children and staff is maintained during all activities, both inside and outside the setting.” (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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Keeping children safe means watching them in person, indoors and outside.
The five ratings: output a model can produce 1/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Fostering creative development through drawing and imaginative play
staying humanThis work happens in the physical world: creative development, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Foster creative development through drawing and imaginative play.” (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: Drawing and imaginative play with a child happens alongside them at the table.
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 4/4 · how much data exists 2/4.
Providing pastoral care and supporting to children within a secure learning environment
staying humanThis work happens in the physical world: pastoral care, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Provide pastoral care and support to children within a secure learning environment.” (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 and settling a young child is done in person, by someone they trust.
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 4/4 · how much data exists 2/4.
Reading to pupils in a class
staying humanThis work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “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.
Supervising children's activities in a safe environment
staying humanThis work happens in the physical world: children's activities, in a real place. Software cannot follow it there.
importance 85 · 2315/00Source: “Supervise children's activities in a safe environment.” (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: Supervising children means an adult being present and watching.
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 2/4.
Assisting disabled students in accessing facilities
staying humanThis work happens in the physical world: disabled students, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “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.
Assisting pupils who need help dressing or are upset
staying humanThis work happens in the physical world: pupils who need help, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “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.
Feeding children
staying humanThis work happens in the physical world: children, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Feed children when required.” (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: Feeding a small child is hands-on work that no software can do.
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 1/4.
Helping children remove outerwear for comfort
staying humanThis work happens in the physical world: children remove outerwear, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “Help children remove outerwear for comfort.” (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 out of a coat is purely physical, so there is nothing here software can take over.
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 1/4.
Providing emotional support and basic first aid to children who are upset or unwell
staying humanThis work happens in the physical world: emotional support, in a real place. Software cannot follow it there.
importance 80 · 2315/00Source: “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; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Comforting an upset child and giving first aid needs a trained adult physically there.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · needs to be trusted in the moment 4/4 · how much data exists 1/4.
What this job pays, and how many people do it
- Median pay
- £37,600a 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
- 29,700in 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: programme outlines in, a record out. The rows above are exactly that shape: drafting programme outlines to guide instructional sessions across various subjects and planning and evaluating educational activities. What it cannot do is be there in the room, and that is still where the enhancement of a child's language skills 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: aiding in the enhancement of a child's language skills is the middle of this job, and the evidence on this page says it stays with a person.
So, given all that: 12% of this job's task weight sits in rows the software is already learning, 5% in rows that change shape rather than disappear, and 83% in rows it is nowhere near. That is the position, measured across 54 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. Drafting programme outlines to guide instructional sessions across various subjects 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 programme outlines, 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 the enhancement of a child's language skills 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 planning assignments for teaching assistants and volunteers. 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 nursery education teaching professionals (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was early education and childcare practitioners: only about 32% of its durable work is work you already do and it pays 36.9% less. And on the numbers you do not need one. This job scores 21/100 here, with only 12% of the task list in the top band, and “aid in the enhancement of a child's language skills” 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.
Early education and childcare practitioners
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting…”. Across the whole of both lists that adds up to about 32% 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 32% of that job's durable work is already yours, against the 35% I want to see before I will call something a route. It is a pay cut, in those words: £23,717 against your £37,593, 36.9% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Early education and childcare services proprietors
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting…”. Across the whole of both lists that adds up to about 24% 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 24% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on. This release publishes no median pay for that job, so I cannot show you what the move costs or pays. I do not recommend a move I cannot price. And it is a narrow door: about 6,300 of those jobs against 29,700 of yours (ONS via Nomis), 21% as many seats.
Nannies and au pairs
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “feed children when required”. Across the whole of both lists that adds up to about 16% 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 16% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
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: 12% of its task weight, across 54 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 aiding in the enhancement of a child's language skills 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 Preschool Teachers, Except Special Education 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
The other groups this work is counted across:
In US official statistics this job is counted as Preschool Teachers, Except Special Education and Kindergarten Teachers, Except Special Education. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.
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:
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
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:
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
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
In 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 nursery education teaching professionals, 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 12% of the work on this page is already inside what they can do.
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 nursery education teaching professionals. 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 nursery education teaching professionals 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 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 Nursery education teaching professionals?
- Not as a job, but it is already doing parts of the work. Across the 54 official task statements scored for Nursery education teaching professionals (United Kingdom, SOC 2315), 12% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 21 out of 100 (range 17–27, 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 “Nursery education teaching professionals” can AI already do?
- The highest-scoring tasks in release 2026-q4.1 are: “Draft programme outlines to guide instructional sessions across various subjects” (83/100, very high); “Develop multimedia visual aids for teaching” (83/100, very high); “Complete detailed paperwork related to these reports” (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 “Nursery education teaching professionals” stay human?
- About 83% 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: “Provide emotional support and basic first aid to children who are upset or unwell” (0/100, minimal); “Help children remove outerwear for comfort” (0/100, minimal); “Feed children when required” (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 “Nursery education teaching professionals” do about AI?
- Start from the ledger rather than the headline: 12% of this job's weighted core work is exposed, and roughly 83% 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 Nursery education teaching professionals 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 54 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.
- One task scored differently between repeat runs, so its range on this page is wider. We would rather show the wobble than hide it.
- 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.
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}
}Data as of release 2026-q4.1, published . 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.