From Planning to Practice: Sharing the impact of a research project on the use of AI on workload, pupil engagement and learning outcomes

This presentation explores the findings of a research project investigating how artificial intelligence (AI) can positively influence teacher workload, pupil engagement, and learning outcomes. Conducted within the Woodland Academy Trust (WAT), the project examines the practical integration of AI in everyday teaching and learning, highlighting both the measurable outcomes and the professional insights gained throughout the process.

The Woodland Academy Trust is a multi-academy trust of five primary schools across Bexley and Kent, serving children aged 2 to 11. The Trust is deeply committed to inclusion, equity, and excellence, with a mission to “Ignite the spark, reveal the champion.” With 223 staff and over 1,600 pupils, WAT has established itself as a leader in educational innovation, recognised as an Apple Regional Training Centre for Kent and Bexley and awarded the Good Future Foundation AI Quality Gold Mark. These achievements reflect the Trust’s ongoing commitment to using technology ethically and effectively to enhance learning.

The research focused on moving from theoretical planning to practical implementation of AI tools in classrooms. Working alongside Mark Anderson (FCCT)—an award-winning educator and Director at ICT Evangelist—the project explored how AI can support lesson planning, differentiation, and assessment while fostering creativity and independence among pupils. It also examined the importance of responsible AI use, ensuring that tools are employed thoughtfully and critically.

A range of AI applications were trialled to support teachers at different stages of the learning cycle. AI integrated tools were used for comprehensive lesson planning and generating teaching ideas; real-time assessment and instant feedback in numeracy; immediate, actionable writing feedback for pupils; and enabling teachers to build confidence. However, expert teacher oversight remained essential to maintain classroom suitability and quality. Each tool served a distinct purpose, and when used collectively, they contributed to a more efficient, reflective, and inclusive teaching process.

One of the most significant impacts of the project was the reduction in teacher workload. The data showed that average planning time fell by 52.5%—from 10 hours to just under 5 hours per week. In addition, 88% of teachers rated their planning as efficient (up from 0%), and 100% reported being confident in their planning (up from 50%). This allowed teachers to dedicate more time to refining lessons, enhancing differentiation, and deepening pedagogical understanding. Prompts emerged as a key factor in achieving high-quality AI outputs, with teachers learning to treat AI-generated plans as drafts to be reviewed, edited, and personalised.

AI also proved instrumental in supporting inclusion and differentiation. Ninety-five percent of teachers reported faster, more effective adaptive teaching for pupils with SEND and EAL needs, and 89% achieved more equitable access to learning without lowering expectations. The tools helped teachers personalise content and resources while maintaining challenge and rigour.

Perhaps most powerfully, AI integration transformed pupil engagement and independence. Eighty-two percent of teachers observed higher levels of engagement in AI-supported lessons, 78% noted improved learner independence, and 91% of Key Stage 2 pupils expressed a preference for lessons incorporating AI tools. By generating engaging visuals, interactive activities, and adaptive resources, AI helped capture pupils’ curiosity and sustain motivation. However, the study also emphasised the importance of ensuring that visuals are accurate, inclusive, and culturally sensitive, and that multimedia is used to enhance, not distract from, core learning aims.

The research reinforced that AI should not replace teacher expertise but enhance it. Teachers were encouraged to read, review, and collaborate on AI-generated materials, verifying accuracy and appropriateness before use. This process deepened professional reflection, strengthened teamwork, and built digital confidence across staff teams. Rather than diminishing professional judgement, AI served as a catalyst for professional growth and collaboration.

Overall, the findings from Woodland Academy Trust demonstrate that when implemented thoughtfully, AI can reduce workload, enhance teaching quality, and increase pupil engagement without compromising educational integrity. The project illustrates a balanced and ethical approach to AI adoption—one that combines innovation with reflection, and efficiency with humanity.

As the education sector continues to evolve, this research provides a model for how schools can move from planning to practice with confidence. By keeping teacher expertise at the heart of technological innovation, we can ensure that AI remains a tool for empowerment—helping educators inspire, support, and challenge every learner to reach their fullest potential.

View the presentation here:

Benfield, H. (2025, September 16). From Planning to Practice: Sharing the impact of a research project on the use of AI on workload, pupil engagement and learning outcomes. AIEOU Inaugural Conference, University of Oxford. Zenodo. https://doi.org/10.5281/zenodo.17290442

The content expressed here is that of the author(s) and does not necessarily reflect the position of the website owner. All content provided is shared in the spirit of knowledge exchange with our AIEOU community of practice. The author(s) retains full ownership of the content, and the website owner is not responsible for any errors or omissions, nor for the ongoing availability of this information. If you wish to share or use any content you have read here, please ensure to cite the author appropriately. Thank you for respecting the author's intellectual property.