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Inside this issue:- Explore new findings on an AI lesson-planning tool to help save teachers’ time
- Understand how we’re breaking down education programmes to investigate what works
- Use realistic classroom scenarios to strengthen inclusive teaching
- Share your experience of supporting pupils through key educational transitions
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| Can AI save teachers time on lesson planning? |
AI tools are increasingly being used to help teachers with tasks such as lesson planning. But can they make a meaningful difference to workload without compromising quality?
Our recent evaluation, conducted by the National Foundation for Educational Research, looked at how Key Stage 2 teachers used Oak National Academy’s AI-powered lesson-planning tool, Aila.
Teachers with access to Aila spent an average of two and a half hours a week planning lessons and preparing resources, compared with three hours and 19 minutes among teachers who did not have access. That’s a reduction of about a quarter.
However, teachers’ experiences varied. Some found Aila accessible and well aligned with the curriculum, while others preferred the tools and approaches they already used. Teachers earlier in their careers, or with less confidence in their subject knowledge, were more likely to find the tool useful and report spending less time planning.
The findings suggest that AI tools have the potential to save teachers' time, but simply introducing a tool doesn’t guarantee it will become part of everyday practice.
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| What makes education programmes work? |
Education programmes often combine teaching strategies, resources, professional development, and implementation support. Untangling these different elements can help us better understand what might be driving their impact.
Our new Teaching and Learning Taxonomy provides a shared language for doing this. It breaks programmes down into 78 components across 12 dimensions, allowing us to describe and compare the teaching practices within them.
We’ve used the taxonomy to map more than 180 EEF-evaluated programmes. Over time, this could help us identify common practices, explore which combinations may be associated with better outcomes, and understand how approaches can be implemented and adapted in different contexts.
Ultimately, this work aims to move beyond understanding what works towards a clearer picture of how, why and in which contexts particular teaching practices are effective.
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| Put inclusive teaching into practice in your classroom |
Realistic classroom scenarios can help teachers reflect on and strengthen inclusive practice.
Our ScenarioSpace resources invite teachers to explore evidence-informed responses to common classroom situations. They can consider different options, weigh up the decisions involved, and discuss how each approach might be adapted to suit their context.
As Debbie McInerney, Assistant Headteacher at The Weald Community School said: "I used the Making effective adaptations session as part of our INSET day. It worked beautifully with over 100 staff participating. The use of scenarios to encourage colleagues to reflect on their own practice was really valuable and staff commented on how engaging they had found the session."
Teachers can work through the scenarios independently or with colleagues, using them to inform professional discussion and classroom practice.
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| Help us understand what supports successful transitions |
Transitions between phases of education can bring significant changes for children and young people, academically, socially and developmentally. We want to understand more about how schools support pupils through them.
We’re working with Sheffield Hallam University to explore key educational transitions, including the move from primary to secondary school.
As part of the research, we’re inviting school staff to complete a short survey about the approaches used in their school, including how changes in pupil outcomes are identified and monitored, how different pupil needs are considered, and the challenges and enablers staff experience.
Your responses will help build our understanding of educational transitions and help inform future policy and practice.
The survey takes around 15-20 minutes and closes on 30 October 2026. Participants can also enter a prize draw for the chance to win £100.
Primary school staff, take the survey.
Secondary school staff, take the survey.
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| News from elsewhere |
| Ofsted publishes early findings on renewed inspection approach |
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Ofsted has published interim findings from an independent evaluation, conducted by IFF Research, of its renewed education inspection framework. Most providers surveyed were positive about their experience, while workload and wellbeing remain areas of concern. A full evaluation is expected in 2027.
Read more.
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| New analysis looks at the challenges facing England’s schools |
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The Institute for Government’s Performance Tracker 2026 examines the state of England’s school system, including attainment, attendance, SEND, the teacher workforce and funding. The analysis finds that the disadvantage gap is growing rather than closing and calls for clearer measures of success and a long-term vision for the school system.
Read more.
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