AI teachers could be launched in schools as early as this summer in a controversial scheme targeting teenagers whose parents cannot afford private tuition.

Education Secretary Bridget Phillipson who has given the green light for 'AI labs and EdTech (education technology) companies' to create and test 'AI tutoring tools' in secondary schools says they will 'take tutoring from a privilege of the lucky few to every child who needs it'.

Tools being considered as part of the new £23m scheme are an AI chatbot which asks and answers pupils' questions and tools which even analyse and monitor their progress.

Companies chosen to develop them will be allowed to test them in pilot schools on target 13-15 year olds from this term before they become more widely available at the end of next year.

But campaigners warn the government is planning to 'experiment on disadvantaged children' and say 'vulnerable children' could be at risk if they are left to be taught by unsafe AI systems when they are the most in need of 'teacher-led support'.

And they have accused Ms Phillipson of 'prioritising cost savings over proven education' and trying to justify 'unproven AI systems' by rushing her plans through at the expense of children.

Together with education leaders and unions they warn that using AI is 'no substitute for face-to-face teaching' and must never be used to teach children in isolation but only as a teaching aid.

Their comments came as the government officially invited bids last week to develop what they call 'safe, personalised AI tutoring tools designed to improve learning outcomes, particularly for disadvantaged pupils'.

They claim using them in the classroom could 'level the ground' between those whose parents can afford private tutoring which 'accelerates learning by up to 5 months' and those who cannot, benefiting around 450,000 pupils in the UK.

But Molly Kingsley, Co-Founder of SafeScreens, which campaigns against EdTech infiltrating the classroom, said the most vulnerable children were effectively being used as guinea pigs.

She said: 'While framing the programme as levelling the playing field the DfE has also overlooked the teacher-led support these vulnerable pupils need most.

'This seems to be the DfE prioritising cost savings over proven education. Bridget Phillipson has prematurely declared the tools 'safe' despite the tender only just being issued, contracts being pending, and systems not yet designed or tested with teachers. This is not equity but a false economy set to experiment on disadvantaged children.'

Jane Lunnon, Head at Alleyn's School in south London, said AI tools should only be used in the classroom 'to free up all-important time for teachers to spend with pupils, because that is where the real support and the spark of learning happens'.

'We lose sight of the human in the room at our peril,' she warned.

Use of the tools has also raised fears they will be used to replace teaching support for children with special educational needs and disabilities (SEND).

Dr Nic Crossley, CEO of Liberty Academy Trust, which runs three special schools supporting autistic pupils, said AI could not 'replace or replicate the human side of teaching, especially for disadvantaged and SEND students'.

'The idea of AI being used as a form of tutoring, even with teaching assistant oversight, is particularly risky. It risks reducing access to high-quality teacher interaction, and given known issues with accuracy in AI systems, robust human monitoring would be essential.'

Meanwhile, Pepe Di'Iasio, General Secretary of the Association of School and College Leaders warned using AI was 'no substitute for face-to-face teaching'.

'It's disappointing that, despite acknowledging the huge benefits of tutoring, the government seemingly has no appetite to resume a national tutoring programme. Closing the disadvantage gap is a huge task that cannot be done on the cheap, and while AI undoubtedly has some benefits, it must not be seen as the sole solution to such a complex, longstanding issue,' he said.