Will AI replace Teaching assistants?

Not as a job, but it is already doing parts of the work. Across the 40 official task statements scored for Teaching assistants (United Kingdom, SOC 6112), 12% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 18 out of 100 (range 14–24, band: minimal). 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 “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); “Maintain attendance records for educational or organisational purposes” (69/100, high); “Operate equipment such as computers or audio-visual aids to supplement presentations” (62/100, 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 “Teaching assistants” stay human?

About 78% 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: “Supervise and monitor students' use of tools and equipment” (0/100, minimal); “Set up and tidy classrooms for lessons” (0/100, minimal); “Provide cover for teaching assistant absences” (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 “Teaching assistants” do about AI?

Start from the ledger rather than the headline: 12% of this job's weighted core work is exposed, and roughly 78% 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 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 40 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

Teaching assistants

following lesson plans designed by absent teachers, communicating pupils' progress to parents and teachers in person and coordinating with educational professionals to support pupil learning and welfare. If that's your week, this page is about your job.

The honest answer

AI changes the edges of this job, not the middle: distributing tests and homework assignments to students 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: 12%
changing shape: 10%
staying human: 78%

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

Whole-job exposure score 18 out of 100 (14–24 allowing for uncertainty): minimal exposure, across 40 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 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 maintaining attendance records for educational or organisational purposes. This page scores what today's tools actually do, not headlines.

Your week, as this page understands it

Teaching assistants assist teachers with their day-to-day classroom work and with routine administrative tasks. The job title says “teaching assistants”. The real job is the part underneath: distributing tests and homework assignments to students. 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 teaching assistants is not one task. It is 40 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is distributing tests and homework assignments to students, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 12%
changing shape: 10%
staying human: 78%

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.

17 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

4 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.

Maintaining attendance records for educational or organisational purposes
This is reading one thing and writing another: attendance records in, a record out. That is the shape today's tools are built for.
importance 70 · 6112/01, 6112/02
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.
Operating equipment, computers or audio-visual aids to supplement presentations
This is reading one thing and writing another: equipment, computers or audio-visual aids in, a record out. That is the shape today's tools are built for.
importance 50 · 6112/01, 6112/02
Source: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (UK task statement)
How this row was scored
Exposure score: 62 out of 100 (55–69 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: Setting up and running computers and screens for a lesson is simple, well documented work.
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.
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 60 · 6112/02
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.
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 50 · 6112/02
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.

Changing shape

3 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.

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 85 · 6112/01, 6112/02
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.
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 70 · 6112/02
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.
Recording pupils' progress and providing detailed feedback to teachers
The software now makes the first pass at pupils' progress, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 6112/02
Source: “Record pupils' progress and provide detailed feedback to teachers.” (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: Writing up progress notes and feedback is mostly typing, and software can draft it from what was observed.
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.

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.

Supervising students during break time to ensure safety
This work happens in the physical world: students during break time, in a real place. Software cannot follow it there.
importance 80 · 6112/01, 6112/02
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.
Distributing tests and homework assignments to students
This work happens in the physical world: tests, in a real place. Software cannot follow it there.
importance 70 · 6112/01, 6112/02
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.
Monitoring students in halls and canteens for orderly conduct
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 65 · 6112/01, 6112/02
Source: “Monitor students in halls and canteens for orderly conduct.” (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: Keeping order in a hall or canteen means physically being there among the pupils.
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.

Show the other 30 tasks

Supporting students who require additional assistance with their coursework outside of lessons
staying human
The value here is that a specific person handles students who require additional assistance and stands behind it. That is earned, not computed.
importance 70 · 6112/02
Source: “Support students who require additional assistance with their coursework outside of lessons.” (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: Software now explains coursework well, though many pupils needing extra help respond better to a familiar adult.
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.
Duplicating examination materials for distribution
staying human
This work happens in the physical world: examination materials, in a real place. Software cannot follow it there.
importance 50 · 6112/02
Source: “Duplicate examination materials for distribution.” (UK task statement)
How this row was scored
Exposure score: 36 out of 100 (29–43 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: Copying and handing out exam papers is simple, but the papers are secure documents an authorised member of staff must control.
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 0/4 · 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 70 · 6112/02
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 50 · 6112/02
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.
Engaging in continuous professional development to maintain or improve knowledge and skills
staying human
The ratings behind this row put continuous professional development well outside what today's tools can do on their own.
importance 60 · 6112/01
Source: “Engage in continuous professional development to maintain or improve knowledge and skills.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over.
The rating behind it: AI can find and summarise material, but the learning itself is something the teacher has to do.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Coordinating with educational professionals to support pupil learning and welfare
staying human
The value here is that a specific person handles educational professionals and stands behind it. That is earned, not computed.
importance 70 · 6112/02
Source: “Coordinate with educational professionals to support pupil learning and welfare.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Sharing information with teachers and other staff is mostly writing and meetings, though judgements stay with people.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Coordinating teaching efforts by discussing assigned duties with classroom teachers
staying human
This work happens in the physical world: efforts, in a real place. Software cannot follow it there.
importance 80 · 6112/02
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.
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 70 · 6112/02
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 80 · 6112/02
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.
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 50 · 6112/02
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.
Following lesson plans designed by absent teachers
staying human
This work happens in the physical world: lesson plans, in a real place. Software cannot follow it there.
importance 90 · 6112/01
Source: “Follow lesson plans designed by absent teachers.” (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: Delivering someone else's lesson means standing in front of a class of children.
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 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 70 · 6112/02
Source: “Provide individual teaching within defined parameters in partnership with a teacher.” (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 value is that a specific person does it.
The rating behind it: One-to-one teaching works through a relationship with a particular child, in person.
The five ratings: output a model can produce 2/4 · 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.
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 60 · 6112/02
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 50 · 6112/02
Source: “Organise and supervise breakfast and after-school clubs.” (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: The bookings and rotas can be done on screen, but the club itself needs an adult 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.
Guiding students on appropriate classroom behaviour and social etiquette
staying human
This work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 75 · 6112/01
Source: “Guide students on appropriate classroom behaviour and social etiquette.” (UK task statement)
How this row was scored
Exposure score: 4 out of 100 (0–11 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Guiding a child's behaviour works because a trusted adult is right 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 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
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 60 · 6112/02
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.
Supporting the social and emotional development of pupils
staying human
This work happens in the physical world: the social, in a real place. Software cannot follow it there.
importance 60 · 6112/02
Source: “Support the social and emotional development of pupils, reporting any issues when required.” (UK task statement)
How this row was scored
Exposure score: 3 out of 100 (0–10 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Supporting a child emotionally, and knowing when to raise a concern, depends on a trusted adult who knows them.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 2/4 · 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 75 · 6112/02
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.
Enforcing school and class rules to maintain order in the classroom
staying human
This work happens in the physical world: school, in a real place. Software cannot follow it there.
importance 80 · 6112/01
Source: “Enforce school and class rules to maintain order in the classroom.” (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: Keeping a class in order depends on an adult being physically present 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 2/4 · how much data exists 2/4.
Supervising students during field trips
staying human
This work happens in the physical world: students during field trips, in a real place. Software cannot follow it there.
importance 70 · 6112/01
Source: “Supervise students during field trips.” (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: Supervising children away from school means being 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 0/4 · how much data exists 1/4.
Assisting pupils with boarding or alighting from school buses
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 50 · 6112/01
Source: “Assist pupils with boarding or alighting from school buses.” (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 children on and off a bus is hands-on.
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.
Supporting pupils to engage and stay focused during lessons
staying human
This work happens in the physical world: pupils, in a real place. Software cannot follow it there.
importance 80 · 6112/02
Source: “Support pupils to engage and stay focused during lessons.” (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: Keeping a pupil focused works by sitting beside them during the lesson.
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.
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 60 · 6112/02
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 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 60 · 6112/02
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.
Participating in school trips
staying human
This work happens in the physical world: school trips, in a real place. Software cannot follow it there.
importance 60 · 6112/02
Source: “Participate in school trips.” (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: Going on the trip with the pupils is the task.
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.
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 60 · 6112/02
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.
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 60 · 6112/02
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.
Providing cover for teaching assistant absences
staying human
This work happens in the physical world: cover, in a real place. Software cannot follow it there.
importance 50 · 6112/02
Source: “Provide cover for teaching assistant absences.” (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: Covering for an absent colleague means physically being in their place.
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.
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 50 · 6112/02
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.
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 50 · 6112/02
Source: “Supervise and monitor students' use of tools and equipment.” (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 pupils handle tools and equipment safely means being in the room 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 1/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay: £21,200a 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: 151,100in 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: attendance records in, a record out. The rows above are exactly that shape: maintaining attendance records for educational or organisational purposes and operating equipment, computers or audio-visual aids to supplement presentations. What it cannot do is be there in the room, and that is still where tests get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

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

Start with what does not change: distributing tests and homework assignments to students 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, 10% in rows that change shape rather than disappear, and 78% in rows it is nowhere near. That is the position, measured across 40 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. Maintaining attendance records for educational or organisational purposes 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 attendance records, 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 students during break time 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 taking class attendance. 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

You did not come here for a career change and I am not selling you one. But two roads out of here are worth knowing about, so here they are with the bill attached.

Teaching assistantsHigher level teaching assistants
a year or morematched on shared tasks
One of the tasks on your list is on theirs in the same words: “distribute tests and homework assignments to students”. Take both published task lists together and about 52% of the work in that job that the software is not taking is work you are doing today.
Half of what they do, you do already. The argument is about the other half, not about starting again.
The work the two jobs share
- You already do
  “Distribute tests and homework assignments to students.”
  They do
  “Distribute tests and homework assignments to students.”
- You already do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
  They do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
- You already do
  “Enforce classroom policies to maintain a conducive learning environment.”
  They do
  “Enforce classroom policies to maintain a conducive learning environment.”
What you would not already have: Nothing in your task list touches “observe, document and report the progress students make”, “monitor the progress of learners according to the action plans” or “organise and supervise games and other recreational activities to promote physical, mental…”. That is the part you would be learning from scratch, and it is roughly the 48% of their durable work you do not already hold.
The honest bill
Pay: £25,400 against your £21,200 (ASHE Table 14.7a, 2025 provisional (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the GOV.UK register of regulated professions; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: £25,434 against your £21,239, 19.8% more (ASHE Table 14.7a, 2025 provisional (both)). A real difference, not a life-changing one. Take the move for the work, not the raise.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free, government-funded careers service listed below will talk the funding through with you before you pay anyone.
- Is the target job itself holding up: Higher level teaching assistants scores 20/100 on this site’s own exposure measure (low), with 11% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 48% of their work you would be learning, not by any one course.
See what AI is doing to higher level teaching assistants
Teaching assistantsEducational support assistants
a year or morematched on shared tasks
One of the tasks on your list is on theirs in the same words: “provide tailored instruction to individual students or small groups in a specific subject”. Take both published task lists together and about 35% of the work in that job that the software is not taking is work you are doing today.
About 35% of it you could do on Monday. The rest is the price of the ticket.
The work the two jobs share
- You already do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
  They do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
- You already do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
  They do
  “Provide tailored instruction to individual students or small groups in a specific subject.”
- You already do
  “Enforce classroom policies to maintain a conducive learning environment.”
  They do
  “Enforce classroom policies to maintain a conducive learning environment.”
What you would not already have: Nothing in your task list touches “assist disabled students in accessing facilities”, “employ special educational strategies and techniques during teaching to improve the development…” or “employ special educational strategies and techniques during teaching to improve the development…”. That is the part you would be learning from scratch, and it is roughly the 65% of their durable work you do not already hold.
The honest bill
Pay: £21,400 against your £21,200 (ASHE Table 14.7a, 2025 provisional (both)).
- The licence gate: Default-closed. This release carries no licence-register snapshot, so I could not check whether that job is regulated, which means I have to assume it might be. Before you spend a penny, look it up on the GOV.UK register of regulated professions; the free routes below link straight to it. The route is banded a year or more because of that unknown, not in spite of it.
- The entry ticket: Typical entry-level education is published for only ten occupations in this release, and neither this job nor that one is among them. So I cannot tell you whether a qualification stands in the way. Treat that as an open question to settle before you commit, not as a green light.
- What the pay gap is telling you: £21,448 against your £21,239 (ASHE Table 14.7a, 2025 provisional (both)): within a percent of each other, which is to say the same money. Whatever this move is for, it is not for the pay.
- What you live on meanwhile: Nobody is going to pay you to retrain. This is evenings and weekends alongside the job you already have, for a year or more, and if that is not possible right now then this route is not open right now, which is worth knowing before you start. The free, government-funded careers service listed below will talk the funding through with you before you pay anyone.
- Is the target job itself holding up: Educational support assistants scores 22/100 on this site’s own exposure measure (low), with 13% of its tasks in the top band. Employment projections are not published for this occupation in this release, so this is the exposure leg of the check only. It passed, which is the only reason it is here.
How long: A year or more, part-time, alongside the job you have. That band is set by the unchecked licence question and by the 65% of their work you would be learning, not by any one course.
See what AI is doing to educational support assistants

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.

Education managers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “enforce school and class rules to maintain order in the classroom”. Across the whole of both lists that adds up to about 7% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 7% of the durable side of that job. That is a different job, not a next step. The pay gap is the market pricing a barrier: £46,581 against your £21,239 is 2.19× (ASHE Table 14.7a, 2025 provisional (both)), and you would be crossing it holding about 7% of their durable work. A gap that size with an overlap that small is a wish, not a route.
Look at that job’s page anyway →
Primary education teaching professionals
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “set up and tidy classrooms for lessons”. Across the whole of both lists that adds up to about 7% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 7% of the durable side of that job. That is a different job, not a next step. The pay gap is the market pricing a barrier: £45,939 against your £21,239 is 2.16× (ASHE Table 14.7a, 2025 provisional (both)), and you would be crossing it holding about 7% of their durable work. A gap that size with an overlap that small is a wish, not a route.
Look at that job’s page anyway →
Further education teaching professionals
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already supervise and monitor students' use of tools and equipment, and their equivalent is to supervise students' laboratory work. Across both published task lists that is about 4% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 4% of the durable side of that job. That is a different job, not a next step.
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: 12% of its task weight, across 40 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 distributing tests and homework assignments to students 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 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 12% 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 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.

Nearby moves

The jobs above, as pages you can read the same way as this one. Your job shares its core work with these. That is what the match is, and it is all it is.

Noted, and thank you. We’ll email you if a Space for 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 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 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 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 Teaching assistants?: Not as a job, but it is already doing parts of the work. Across the 40 official task statements scored for Teaching assistants (United Kingdom, SOC 6112), 12% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 18 out of 100 (range 14–24, band: minimal). 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 “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); “Maintain attendance records for educational or organisational purposes” (69/100, high); “Operate equipment such as computers or audio-visual aids to supplement presentations” (62/100, 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 “Teaching assistants” stay human?: About 78% 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: “Supervise and monitor students' use of tools and equipment” (0/100, minimal); “Set up and tidy classrooms for lessons” (0/100, minimal); “Provide cover for teaching assistant absences” (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 “Teaching assistants” do about AI?: Start from the ledger rather than the headline: 12% of this job's weighted core work is exposed, and roughly 78% 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 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 40 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.
17 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.