Use of AI tech in early years rises despite ongoing concerns over safeguarding, Tapestry research finds
Use of AI in early years has increased by 13.5% since 2025, with 46% of respondents reporting they used AI in the past six months, up from 33% in 2025.
AI use in early years education has risen sharply, with educators reporting time savings alongside concerns about accuracy, safeguarding, data protection and training.
An annual survey by Tapestry, the childhood education platform, asked respondents about their use of AI to help with admin and paperwork. 66% reported that AI saved them time with admin and paperwork, and 55% reported time savings of at least one to three hours.
Of these, the most popular use of AI was drafting communications to parents and carers, followed by research topics and writing policies or risk assessments. Respondents also use it to help write nativity plays, update the school website, and rewrite job adverts.
In contrast, only a third of respondents have received guidance on how to use AI to help with admin and paperwork, and 21% of those using AI had received any training in AI. 62% were worried about the accuracy of AI, and 53% had concerns around safeguarding and data protection. 55% wanted more training to help them use AI effectively and safely for admin and paperwork.
Ben Case, Education Advisor at Tapestry, comments: “Early years educators are increasingly using AI and many report that it is helping with workload. However, their concerns about accuracy, safeguarding and data protection make sense to me. AI adoption is currently outpacing the policies necessary for its safe use, and the growing demand for training remains unmet.”
Richard Waite, Digital Pedagogy and Digital Safeguarding expert, says: “People are right to be cautious about the use of AI in early years education, particularly in relation to teaching and learning. The survey suggests some educators are using AI to support administrative tasks, but this needs to be balanced with appropriate safeguards. We need settings to provide training and clear guidance, with educators’ professional judgement guiding how AI is used, alongside appropriate checks to keep information secure.”
Supervision is a tool to support individuals’ wellbeing and should provide a safe space for professionals to discuss concerns. 77% of respondents felt supervision was about much more than performance management, and 79% felt it supported their professional development. 69% said it supported their emotional well-being. 89% believe supervision is ‘’very’’ or ‘’extremely’’ important, but 41% report that lack of time is a barrier to effective supervision and 35% cite staff shortages as an issue. With 46% reporting that supervision influences their decision to stay in a role, these are significant challenges.
Dr Helen Edwards, co-founder of Tapestry and a former nursery owner, comments: “Early years educators understandably value supervision, so it concerns me that lack of time and staff shortages impact its effectiveness. Access to high quality supervision supports staff professionally and, most importantly, with emotional wellbeing. The survey findings underline why supervision needs to be prioritised.”
Encouragingly, 57% of respondents feel “very” or “extremely” well prepared for Ofsted’s focus on inclusion. 24% feel “very” clear about Ofsted’s expectations about inclusion, and 33% feel “very” confident that they could evidence inclusive practice if inspected tomorrow, with 54% feeling “fairly” confident.
However, a small but significant proportion seem less well prepared. 10% reported they were unclear about Ofsted’s expectations around inclusion, and a similar number weren’t confident that their setting could provide evidence of their inclusive practice if inspected tomorrow.
Edwards says: “I’m aware that for most settings inclusion is constantly addressed, and it’s encouraging to see that many settings feel well prepared for Ofsted’s increased focus on inclusion. It’s important that inclusion is not treated as the sole responsibility of the Special Educational Needs Coordinator (SENCo) and is an embedded skill across all staff.”
