More research is needed into the impact of AI tutoring for pupils, experts have warned after the government announced plans to trial it in England鈥檚 schools. Ministers said last week they will trial 鈥淎I tutoring tools鈥 in schools, claiming it could benefit up to 450,000 disadvantaged children a year within two years. The Department for Education (DfE) warned that access to tutoring is currently 鈥渄eeply unequal鈥, with wealthier pupils far more likely to benefit. Its pilot will test 鈥渟afe AI-powered tutoring tools providing personalised, one-to-one learning support 鈥 levelling the playing field for those who cannot afford private tutors鈥. Professor Becky Francis, CEO of the Education Endowment Foundation (EEF), said the benefits of tutoring 鈥渁re clear鈥 and it is 鈥渙ne of the most well-evidenced approaches鈥 for supporting pupils needing additional help. Prof Becky Francis But, while there is 鈥渟trong understanding of what effective human tutoring looks like鈥, she stressed that 鈥渢he evidence on AI provision is in its infancy鈥. , the DfE cited showing that one-to-one tuition can accelerate learning by around five months on average. The EEF found short, regular sessions of around 30 minutes, three to five times a week, over a set period of up to 10 weeks delivered 鈥渙ptimum impact鈥. But the studies examined tuition delivered by 鈥渁 teacher, teaching assistant or other adult giving a pupil intensive individual support鈥. Francis said AI models 鈥渉old potential鈥, but she added: 鈥淲e must build the evidence to ensure we are providing learners with provision that we can be confident will support their learning. Jen Fox, CEO of Action Tutoring, welcomed the investment, but said: 鈥淥ur mission is an equitable education system, and that requires more than just tools; it requires evidence.鈥 Use of AI tutoring must be 鈥榗arefully monitored鈥 Dr Cat Scutt, deputy CEO of the Chartered College of Teaching, said developing and implementing AI tutoring 鈥渆ffectively and safely鈥 was 鈥渁n incredibly complex task, and its success or otherwise will be in the detail鈥. But she acknowledged its potential to make a difference to disadvantaged young people if 鈥渄one well鈥. Co-creating the tools with teachers 鈥渨ill significantly increase the chance of success鈥, she said. Francis added that the scheme鈥檚 impact will 鈥渄epend on implementation鈥. 鈥淚t is vital that any use of AI tutors is carefully monitored and closely aligned to wider classroom teaching,鈥 she said. 鈥淏oth to make sure they are delivering for pupils, and to build the evidence base for what works.鈥 The DfE said the scheme will help pupils 鈥渢o access one-to-one tutoring鈥, but it is not clear how involved human teachers and tutors will be. Susannah Hardyman, CEO of Impetus and a former head of Action Tutoring, said: 鈥淲hen used in conjunction with human tutors and teachers who can keep a pupil engaged, encourage resilience, and establish trust, AI has the potential to scale some of the key aspects of tutoring.鈥 Susannah Hardyman She said there must now be 鈥渞obust evaluation to learn how AI tutoring can work best鈥, adding that the current disadvantage gap shows 鈥渢he need is huge鈥. In 2024-25, just 25.6 per cent of GCSE pupils from a disadvantaged background achieved a grade 5 鈥 or 鈥渟trong pass鈥 鈥 in English and maths. This compared to 52.8 per cent of pupils not known to be from disadvantaged backgrounds. Tools available to schools by end of 2027 The government will run a tender 鈥渇or industry to co-create AI tutoring tools with teachers鈥 from the summer term. The DfE said it hoped this would bring the tools 鈥渢o a similar level of quality, so that we can offer, at scale, the kind of personalised one-to-one support often only available to a privileged few鈥. The tools will then be available to schools 鈥渂y the end of 2027鈥. The DfE said that, 鈥渇rom years 9-11 alone 鈥 the tools could support up to 450,000 children a year on free school meals to access one-to-one tutoring鈥. By 鈥渁dapting to individual pupils鈥 needs, the tools could provide extra help when they get stuck鈥 and identify where they need more practice. The department insisted that the tools will 鈥渃omplement鈥 high-quality, face-to-face teaching 鈥 but won鈥檛 replace it. And it pledged to 鈥渞obustly test鈥 the AI tutoring tools, 鈥渟o they are safe and work for pupils 鈥 and school staff鈥. 鈥淭his includes ensuring they work in tandem with the national curriculum to build on children鈥檚 learning in class.鈥 Trials will begin this year with children in secondary schools. School staff will be supported 鈥渨ith clear, practical training developed with the education sector, so they have the skills, knowledge and confidence to use AI safely and effectively鈥.