Welsh Schools Adopt AI to Cut Teacher Workload, Estyn Reports

TL;DR:

  • Welsh schools are using AI to reduce teacher workload through lesson planning and administrative tasks
  • Pupils learn to use AI responsibly as part of ICT lessons
  • Concerns remain about plagiarism, accuracy, and appropriate use

Education watchdog Estyn has reported that Welsh schools are increasingly adopting artificial intelligence to substantially reduce teacher workloads, with staff using AI for lesson planning, report writing, and parent communications. Published in October 2025, the report highlights both enthusiasm for AI’s potential and caution about risks including plagiarism and pupil skill development. Schools like Birchgrove Comprehensive in Swansea are leading adoption by teaching pupils responsible AI use as part of their curriculum.

Context and Background

Birchgrove Comprehensive School exemplifies the emerging approach to AI integration, teaching pupils to use artificial intelligence responsibly as part of Information and Communication Technology lessons. Digital and innovation lead Ryan Cresswell emphasises positive engagement, noting that staff “know our pupils” well enough to identify when AI is used inappropriately. The school encourages AI use to “accelerate learning and promote curiosity” rather than serve as an unthinking crutch.

Estyn’s research found secondary pupils using AI for revision tasks, including summarising notes and creating tailored quiz questions. However, adoption remains uneven, with the watchdog describing most schools as “in the early stages of exploration” with implementation being “ad hoc” and varying considerably between departments. Teachers reported that AI-generated letters and reports have substantially reduced administrative burdens, freeing time for direct pupil engagement.

Looking Forward

The report identified significant concerns alongside enthusiasm, with teachers worried about accuracy, bias, and safeguarding risks. Pupils themselves showed mixed confidence levels, with some “fearful and concerned about what use is permissible” whilst others integrate AI naturally into their study routines. Headteacher Andrew Owen acknowledged initial apprehension but emphasised the educational obligation to prepare pupils for AI-enabled futures.

The Welsh government has accepted Estyn’s recommendations for enhanced staff training and national guidance on implementing AI safely and ethically. This response reflects the broader challenge facing education systems: balancing AI’s demonstrated administrative and pedagogical benefits against legitimate concerns about academic integrity, data privacy, and maintaining essential cognitive skills in an increasingly automated environment.

Source Attribution:

Share this article