Best Practice

Developing effective, robust AI policies for schools and trusts

Artificial intelligence Edtech Classroom ICT Government policy Whole-school issues
From data protection to training to ethical considerations, AI policies in schools need to cover a range of factors and must be continually reviewed. Rob Robson considers what a robust policy must contain
Ofsted recognises AI’s growing presence in education and supports its responsible use where it enhances learning outcomes - Adobe Stock

Although Becky Francis speaks of evolution rather than revolution in her work with the Curriculum and Assessment Review, a revolution is already underway.

Artificial intelligence is rapidly transforming the curriculum, teaching and learning, infiltrating every aspect of the work of schools and trusts, and – as we discussed in a recent episode of the SecEd Podcast – trust and school leaders must take decisive action to navigate the potentially choppy waters of the opportunities and challenges of AI.

 

The need for a clear AI policy

Many staff are already using AI, but without clear guidance, its implementation varies widely. The Department for Education has issued guidance on generative AI in education (DfE, 2025), yet schools and trusts retain significant autonomy in determining how to use it, making the development of a comprehensive AI policy essential.

AI offers immense potential, from chatbots supporting learning to analytics identifying student progress patterns, but without proper governance it risks uncertainty, inconsistency, and ethical concerns. School and trust leaders must align AI adoption with educational values, legal requirements, and safeguarding responsibilities, ensuring that AI serves as an agent for enhancement rather than a source of confusion or inequity.

This article considers the elements required for the creation of a robust AI policy.

 

Defining purpose and scope

A strong AI policy starts with a clear purpose, ensuring AI enhances learning, supports educational objectives, and aligns with pedagogical principles. Transparency is crucial so that staff, students, governance bodies and parents understand AI's role and impact.

Schools and trusts should define where AI will be used, whether in teaching, pupil-facing tools, or administrative tasks, while acknowledging its limitations and celebrating the irreplaceable role of teachers.

Outlining prohibited uses will help mitigate ethical and practical risks while leaders should consider a phased implementation, beginning with teacher-led applications before introducing AI-driven tools directly to students, ensuring schools and trusts embed AI strategically rather than adopting it in a piecemeal or reactive manner.

 

Ethical considerations and safeguarding

Ethics must be at the heart of AI adoption, with fairness, transparency, and accessibility actively upheld while mitigating bias and discrimination wherever possible. AI-generated content can be inaccurate, biased, or misleading, requiring careful oversight, and policies should reinforce that AI is meant to augment, not replace, human intelligence.

Schools and trusts must clarify intellectual property rules and ensure AI-generated work is not mistaken for students' own. Establishing an ethics review board within the trust can provide on-going scrutiny of AI deployment, ensuring responsible use across different educational contexts.

Moreover, ethical AI use should be a key component of staff training and student education, reinforcing the critical thinking skills necessary to navigate an AI-rich world.

 

Data protection and legal compliance

Protecting student data is paramount, requiring full compliance with GDPR and transparency regarding AI’s data use. The DfE recommends that personal data should not be input into generative AI tools (DfE, 2025), while schools must prevent students’ original work from being used to train AI models.

Schools and trusts should also be cautious about AI systems trained on unlicensed material to avoid legal liability and remain transparent about AI-driven automated decision-making and profiling. Conducting regular audits ensures compliance with data protection laws while maintaining trust among key stakeholder groups including students, staff, governance bodies, and parents.

Although this is extremely challenging, leaders must also keep pace with rapidly evolving regulations and ensure that AI tools used within their institutions adhere to the highest standards of security and compliance.

 

Maintaining human oversight

Staff must retain professional authority over AI-generated content. The DfE guidance stresses that technology should not replace teacher-student relationships, and AI tools must be critically evaluated to ensure accuracy and appropriateness.

Schools and trusts must also consider AI’s broader societal and environmental impact, integrating discussions about its ethical implications into learning in the classroom. Providing opt-out options for AI-driven interventions ensures that students, parents, and teachers maintain control over learning experiences while benefiting from AI’s potential to enhance education.

AI should serve as an assistant or agent, not a replacement, and human oversight must remain central to all AI-powered decision-making in education.

 

Implementation and on-going review

Responsible AI use requires structured implementation and continuous assessment. Schools and trusts should establish processes for staff and students to declare AI use, define ownership of AI-generated content, and track tool versions.

Risk assessments should identify potential misuse, such as students generating misleading emails which look as if they are from the school, while piloting AI tools in controlled settings allows for adjustments before wider adoption.

Schools and trusts should monitor AI systems to ensure they remain aligned with their goals and ethical standards, with a termly review cycle helping to refine policies over time based on real-world implementation and feedback.

AI should not be a one-time adoption but rather a continuously evolving resource that is evaluated and refined to ensure it meets the needs of both students and staff.

 

Transparency, collaboration and training

Transparency and collaboration are key to responsible AI use, requiring clearly defined responsibilities for AI-related decisions. Schools and trusts should engage stakeholders including staff, governance bodies, students, parents and AI providers to build trust and ensure accountability. Teachers must receive training covering ethical considerations, practical applications, and data literacy, while students should be taught the literacy needed to critically evaluate AI-generated content.

The productivity paradox, characterised by a J-curve pattern of initial productivity decline followed by eventual gains, is especially pertinent to AI implementation in schools and trusts.

As Robert Solow observed, new technologies often require an adjustment period. Leaders must anticipate this initial dip and plan for it, prioritising strategic professional development that includes ethical considerations to ensure responsible AI usage.

Crucially, efforts should focus on reducing, rather than increasing, workload, avoiding the common pitfall of technological complexity. Without such foresight and mitigation strategies, schools and trusts risk remaining mired in the J-curve's initial decline, failing to realise AI's potential benefits. Successful navigation of this transition requires an active approach to professional development and a clear emphasis on enhancing efficiency.

 

Academic integrity and assessment

Formal assessments require specific AI policies to prevent malpractice, with the Joint Council for Qualifications (JCQ, 2023) advising schools and trusts to take reasonable steps to prevent AI misuse. Policies should outline what constitutes AI misuse, its consequences, and when AI use is acceptable.

Teachers should verify students' understanding through discussions and supervised assessments and design assessments that require critical engagement to help maintain academic integrity. Clear communication with students and parents about AI use expectations will reinforce ethical standards and prevent unintentional misuse. Additionally, schools and trusts must rethink assessment models to ensure they account for AI’s capabilities, making originality and higher-order thinking skills central to how students demonstrate learning.

 

Ofsted and Ofqual's role in AI regulation

Ofsted recognises AI’s growing presence in education and supports its responsible use where it enhances learning outcomes (Ofsted, 2024). It is currently running studies on AI adoption in early adopter schools and trusts and collaborates with the DfE and other regulators, while Ofqual ensures AI does not compromise fairness or public confidence in qualifications.

Schools and trusts and awarding bodies must continue to safeguard assessments from AI-related malpractice, and leaders must stay informed about regulatory updates and emerging guidance to remain compliant.

Engaging in professional networks and policy discussions can help school leaders navigate the evolving regulatory landscape while ensuring best practices. As AI becomes more embedded in education, regulatory frameworks will continue to evolve, and school leaders must stay ahead of these developments.

 

Next steps for school leaders

Developing a robust AI policy is an on-going process requiring continuous adaptation. School leaders should:

  • Make early decisions about where AI belongs and where it does not and keep this under periodic review.
  • Assess AI readiness, evaluating current knowledge and risks.
  • Form a working group to establish AI policies, addressing ethics, data protection, and academic integrity.
  • Provide staff training on ethical AI use and detection of AI-generated content.
  • Update assessment policies to reflect AI’s impact on coursework and examinations.
  • Educate students on responsible AI use, academic honesty, and ethical considerations.
  • Implement monitoring systems to evaluate AI’s effects on teaching, workload, and student outcomes.
  • Engage parents and governors in discussions to build trust and transparency around AI implementation.
  • Collaborate with other schools, trusts and professional bodies such as Shape the Future Leaders Coalition and AI-in-Education (see further information) to share best practices and insights.
  • Develop internal resources, such as AI guidelines and best practice case studies, for staff reference.

By taking these steps, school leaders can harness AI’s potential while upholding educational values and safeguarding academic integrity. AI should enhance learning, reduce workload, and support student success, but it must be implemented responsibly to ensure a positive impact on education.

As AI tools evolve, schools and trusts must stay active, refining policies and strategies to maintain the balance between innovation and responsible governance, ensuring AI serves as a tool for empowerment rather than disruption.

 

A note on how this article came together

With an abundance of AI resources at my fingertips, even as an experienced consultant, it can be overwhelming to know where to start. To streamline the process, I fed 10 key resources into Google’s Notebook LM, which did an impressive job of synthesising the material. From there, I used ChatGPT, Claude.ai and Gemini, drafting the article paragraph by paragraph, switching between the two, sometimes favouring one’s style, sometimes the other’s phrasing, until it all came together. Finally – and crucially – I was the human in the loop before anything hit the page and what you have read is my fault!

  • Rob Robson is a freelance consultant who works in specialises in AI among other areas. He works extensively with the Association of School and College Leaders. Rob has more than 30 years of experience in schools and education which has included teaching, middle leadership, 15 years as a headteacher, and six as an executive principal and founding CEO of one of the first MATs. Find his previous contributions to SecEd via www.sec-ed.co.uk/authors/rob-robson 

 

The SecEd Podcast

Rob was on the expert panel for a recent episode of the SecEd Podcast focused on the opportunities and risks that AI presents for schools and teachers. Listen back for free via www.sec-ed.co.uk/content/podcasts/seced-podcast-artificial-intelligence-schools-opportunities-risks 

 

Further information, references & resources