Explained: Ofqual boss ‘signals anxiety’ to DfE about AI in A-level coursework
Ofqual boss ‘signals anxiety’ to DfE about AI in A-level coursework is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
The chief regulator of Ofqual has “signalled” his “anxiety” to ministers about the use of artificial intelligence in “extended writing” coursework and has commissioned internal work on how to “close down” the risk. Sir Ian Bauckham was quizzed by the Parliamentary education committee today.
Key details from the report
- Here’s what you need to know… 1.
- AI not good enough for ‘sole marking ‘ Ofqual will publish research on the use of artificial intelligence in marking exams this week.
- Bauckham told MPs “we don’t believe AI is yet ready to undertake sole marking of student work”.
- That was because it still makes mistakes and is hard to challenge, he added.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
