Last Thursday 18 June 2026, Executive Director, Martin Smith and Director of Teaching School Hubs, Jen Knowles welcomed delegates to the seventh Summer Conference held this year at Exeter Racecourse (and destined to be a galloping success!).  

Fiona Harvey, Deputy Headteacher for Scholarships at Colyton Grammar School started off the proceedings.
Often ranked as the highest-performing State School in the South West, Colyton Grammar School is the Lead Trust for the Colyton Teaching School Hub – one of the halves of SWIFT, along with Education South West. Colyton is also home to the Colyton Foundation (due to feature later in the conference). 
 
True to her roots as a Teacher of English, Fiona referenced the nature book, “The Tale of Tommy Nobody” (by Ruth Thomson), who became Tommy Somebody. It is a reminder that classrooms are full of Tommies trying to work out who they are, because everybody is a somebody. As educators, we need to foster and encourage positive relationships for everyone in our care because belonging is shaped intentionally. By widening success, every child can enjoy the moment of realising, “This I something I can do… and I am somebody here… and I truly matter.” Educating is not only about raising attainment, but about building positive environments.
 
Being somebody counts for staff AND children and young people.
Identity and belonging were to be key themes during the conference and aptly prefaced the keynote speaker up next.

Education Leader and Director of Teaching School at Chiltern Learning Trust, Sufian Sadiq lured us in with his presentation title, “If You Can Be Anything in Life, Be a Good Egg.” With the potential for lots of memorable egg metaphors.
 
In a societal context where the national mood is changing and narratives that once were fringe voices are becoming increasingly normal and even acceptable, Sufian asked, “If we expected better from everyone what does better look like?” What does it mean?”
 
Schools are challenged to place character, relationships and culture at the centre of educational success. Like an egg Sufian explained how people thrive when they are supported by the right environment and valued for their unique strengths. He explored the characteristics associated with effective teachers, leaders and pupils - highlighting qualities, including passion, resilience, empathy, integrity, ambition, collaboration and a commitment to growth. The strongest schools create “perfect harmony” by developing these attributes across the entire school community, rather than focusing solely on academic outcomes.

Note the distinction between professional expertise and leadership. Excellence in a particular subject or role does not automatically translate into leadership capability, suggesting leadership requires a separate set of interpersonal qualities, including communication, accountability, adaptability and the ability to inspire others. Character develops during a teacher’s career, and personal growth is shaped by experiences, setbacks and the working environments.
 
Sufian cautioned against “deficit ideology” – the tendency to focus on people’s shortcomings rather than their potential. When organisations stop believing in individuals, or fail to provide supportive conditions, motivation and performance suffer. Think of the strength of an egg, showing how people are often more resilient than they appear when placed in the right conditions. Excessive workload is not solely what breaks people; rather, it is poor treatment, lack of recognition and weak relationships. Celebrate differences, noting how diverse communities are strengthened by varied talents and perspectives.​

With themes that were to echo throughout the whole conference, Sufian reminded us how successful schools are built on trust, care and human connection.
 
Create environments where people feel valued, supported and able to flourish – and above all, “be a good egg.”
 
Cracking good advice and a pertinent premise for this year's conference. ​

Educator and author, Lewis Wedlock in his presentation “Masculinities in Schools: Preparing for “Newniversal” Work,” encouraged rethinking a more nuanced and responsive approach to engagement with boys and young men. Amidst an increasingly complex social landscape, Lewis highlighted research suggesting that many boys are uncertain about their identity and place in society:
 
79% of boys are unclear about what masculinity means.
54% believe boys have it harder than girls today.
AND 86% of parents express worries about the challenges facing boys.

Ending on an upbeat note, Lewis urged schools to treat students as experts in their own experiences and advocated “attunement,” rather than immediate agreement, encouraging educators to understand how young people arrive at their beliefs before attempting to influence them. Through listening, reflection and continuous feedback, Lewis believes schools can create more meaningful conversations about masculinity and better support the development of boys and young men. ​

Using vivid images of seedlings and growth, Sally Apps, Deputy CEO of the Cabot Learning Federation presented the earthy presentation, “The Power of Voice: Oracy, Equity and Our Shared Social Soil.” 
 
Most importantly, developing pupils’ speaking and listening skills is essential to improving educational equity and tackling disadvantage.
 
Evidence shows that three-quarters of children experiencing persistent poverty start school without the language skills needed for learning, placing them at a significant disadvantage from the outset.

Drawing on the United Nations Convention on the Rights of the Child, Sally explained that oracy is not simply an educational tool, but a matter of social justice. All children have the right to express their views, be heard and participate fully in society and schools may represent the final opportunity for some young people to develop the communication skills needed to thrive in employment, relationships and community life. 

​Language, confidence and social capital are closely connected and confidence in speaking can shape access to opportunities, influence educational experiences and affect whether young people feel they belong. Pupils from disadvantaged backgrounds can possess the same intellectual ability as their peers, but may lack the confidence, vocabulary or experience needed to express themselves in academic and professional settings.
 
It is important to listen to pupils lived experiences and ensure that disadvantaged students have a meaningful voice within schools. Sally exemplified a Trust-wide strategy focused on developing understanding of disadvantage, gathering regular student voice, investing in staff training and ensuring that support for disadvantaged learners is embedded across all school improvement strategies - rather than treated as a separate initiative.
 
Research and educational theory show that learning is fundamentally social and strong communication skills help young people to develop confidence, resilience and a sense of identity. Sally maintained that schools must create environments where every child feels known, valued and able to contribute.
 
Negative stereotypes associated with disadvantaged communities need to be challenged, and education should enable children to understand their place in the world, to develop a strong sense of self and to gain the confidence to shape their own futures. 

​In conclusion, oracy is a powerful lever for social mobility and inclusion. By giving every child the confidence and opportunity to be heard, schools can strengthen belonging, improve outcomes and help young people overcome barriers created by disadvantage.

​Leadership and wellbeing specialist, Shaheen Myers brought some practical wellness to the conference with her presentation on “Taking Care of Hearts and Minds.” Strong relationships, psychological safety and human connection are fundamental to creating healthy, high-performing school cultures.
 
Shaheen encouraged school leaders to focus not only on systems and outcomes, but also on the emotional and relational conditions that enable people to thrive. Top of the list are meaningful dialogue, reflective questioning and opportunities for staff to connect with one another through structured conversations - rather than relying solely on informal interactions. 

At the heart is connectedness. Too often stress leads to disconnection, which in turn can negatively affect wellbeing, engagement and performance. Relationships are the “hidden infrastructure” of organisations, and schools function most effectively when staff feel connected, valued and supported.
 
Effective leadership is as much about winning hearts as convincing minds, echoing Simon Sinek’s view that people are motivated by connection and purpose rather than instruction alone.
 
Drawing on wellbeing research, leadership theory and cultural traditions, Shaheen explored how belonging influences both individual and collective success. Referencing the work of performance coach, Owen Eastwood, she highlighted the importance of creating environments where people feel a genuine sense of belonging and shared purpose.  Leaders can use questions that promote deeper thinking and self-reflection, asking individuals about their strengths, purpose and identity beyond their professional roles, building trust, understanding and stronger relationships across organisations.
 
Psychologically safe workplaces are essential with leadership approaches that prioritise wellbeing, care and openness, enabling staff to contribute ideas, discuss challenges and seek support without fear of judgement. Care-centred school cultures built around leadership support, relational practice, sustainable performance, staff development, recruitment and retention. 

Shaheen concluded that connection should be viewed as a strategic priority in education. When people feel connected, they think more clearly, make better decisions and contribute more positively to their communities leading to personal and organisational success. 

Director of the Colyton Foundation, Nick Wakeling and Agnes Fitzpatrick, Regional Director of The Engagement Platform (TEP) were well-appointed to present on “Engagement, Belonging, and High Attainment - from Hidden Need to Building Opportunity in the South West.”
 
Pupil engagement should be treated as a leading indicator of educational success, particularly for disadvantaged pupils in the South West. Understanding pupils’ experiences can help schools to identify barriers to achievement before they appear in attainment data. 

​Drawing on research from TEP, engagement is closely linked to attendance, attainment and reading progress.

Pupils who feel a greater sense of agency and control over their learning make stronger academic progress and are more likely to achieve expected standards. Measuring engagement provides schools with valuable early warning signs that can inform targeted interventions.
 
National concerns around pupil engagement include a significant decline during the transition from primary to secondary education, described as the “Year 7 engagement cliff.” Whilst engagement levels vary between different groups of pupils, schools need to understand these differences, rather than relying solely on broad demographic labels.
 
It is important to move from “assumption to assessment” when addressing disadvantage. Disadvantaged pupils are not a homogeneous group, and the traditional indicators such as free school meal eligibility or deprivation measures often fail to capture the complexity of pupils’ needs. This is particularly true in the South West, where “pretty poverty,” dispersed deprivation and educational isolation can mask significant disadvantage. 

​In conclusion engagement and attainment should not be seen as competing priorities. But schools should use engagement data to identify hidden needs, understand barriers, design supportive conditions, build strong support networks and create sustainable pathways that enable disadvantaged pupils to succeed. 

​"EVERYONE is a leader at every level" - leader guru Steve Margetts told us in his presentation, “If Leadership Is So Important, Why Don’t We Deliberately Improve It?”  Unbelievably, knowing the depths of a school leader’s in-tray, Steve found the time over the past six years whilst doing his day job as Principal of Torquay Academy to muse and then write and publish a book with the empowering title, “Everyone Succeeds,” divulging his leadership wisdom. 

It was time for lunch! As glorious as a summer's day.

A big thank you to our sponsor, Educatering for providing us with the delicious lunch showcasing their nutritious and exciting food.

​​In her presentation, “Outsourced to Outstanding,” Assistant Head of Educatering, Lucy Painter highlighted the benefits of bringing school catering services in-house. Schools can gain greater budget control, eliminate third-party mark-ups, retain profits, and create bespoke menus tailored to pupils’ needs.

To the afternoon speakers.
It appears to have crept up on us surreptitiously. At one not too distant point Artificial Intelligence seemed like a half reality, but it is clearly here to stay and is rapidly part of (and driving) our lives.
 
In the next presentation Daisy Christodoulou called for a major rethink of AI and Assessment, ably positioned as Director of Education at No More Marking in her presentation, “AI and Assessment: What Needs to Change.” 

Daisy referenced three key points:
 

1. Students should not use AI in assessments.
2. Teachers should use AI as an assessment tool to support marking and evaluation.
3. Schools should develop systems that combine human and AI expertise.

 
Daisy cautioned that AI-generated work is becoming increasingly difficult to distinguish from genuine student work. Drawing on both No More Marking's research and wider academic studies, she reported that teachers cannot reliably identify AI-generated writing and frequently misclassify authentic student work as AI-produced.  Revealingly, in a 2024 university study in which fully AI-written submissions were secretly entered into undergraduate assessments, researchers found that 94% of AI submissions went undetected; whilst the AI essays achieved grades averaging half a grade boundary higher than those earned by real students.
 
All of which challenges the purpose of assessment itself; which is valuable, not because of the final mark awarded, but because of the inferences educators can make about a student's knowledge and capabilities. If AI completes the work, those inferences become unreliable.
 
In the context of increasing teacher workloads, speed matters. AI can process large volumes of student work quickly, potentially reducing teacher workload and enabling more frequent assessment cycles. BUT there is a big caveat. Human oversight remains essential to validate AI decisions and prevent gaming of assessment systems. Daisy cautioned about fully automated assessment systems with insights into the history of automated essay scoring, including the Project Essay Grade (PEG) system developed in 1968, which often matched or exceeded human marker reliability, yet was easily manipulated.

No More Marking has already trialled a combined approach using AI and human comparative judgement, with approximately 400,000 pieces of student writing assessed. AI agreed with human judgment 80 – 85% of the time, a level close to typical agreement rates between different human markers.
 
Looking ahead, Daisy proposed various models for integrating AI into assessment across different age groups: including AI-assisted redrafting in primary schools, AI undertaking most judging at Key Stage 3 with teacher oversight, and increased moderation and practice assessments at GCSE level plus new forms of feedback powered by AI.
 
By integrating the strengths of both AI and teachers, the foreseeable future with AI should be harnessed to improve the efficiency, consistency and quality of professional assessment. 

Our final speaker was Kamila Sidiqi, with quite the CV: Afghan educator, entrepreneur, and lead character in the novel, "The Dressmaker of Khair Khana" that tells the story of her women-led tailoring business, as well as founder of the Kamila Sidiqi Foundation. In her presentation, “Every Girl Deserves a Classroom” Kamila shared her personal journey and highlighted the transformative power of education for women and girls. 

From her own heartfelt experiences as a teacher, business leader and former Deputy Minister of Commerce, Kamila believes that education, supremely creates opportunities, builds confidence and drives economic and social progress. There is a personal pertinence as Kamila was in Afghanistan in September 2021 when girls above Grade 6 were barred from attending school by the Taliban (later extended to universities). Afghanistan is now the only country in the world where girls and women are formally prohibited from accessing secondary and higher education. More than 2.2 million girls have been excluded from secondary education, resulting in billions of lost learning hours.
 
“For many Afghan girls, the ban did not only close a school gate — it paused their childhood, their friendships, their confidence, and their future plans.”

Girls lose much more than their own education. Educated women are more likely to earn incomes, improve family health outcomes, invest in their children’s education and contribute to wider economic growth.

​Director of Education at Education South West, Suzannah Wharf summed up the conference and commended bringing together the collective wisdom to inspire and deepen thinking in our educational worlds.

She encouraged delegates to follow up on:

✅ One idea to act on intentionality.
✅ One conversation with a colleague.
✅ One reminder to look after yourself and your teams for sustainable improvement.

Keen to provide a wide delegate experience, we also thank our other attending sponsors:
Exeter Supply Partnership who connect exceptional primary teachers, Teaching Assistants, and nursery practitioners with schools across Exeter, Devon and Torbay and SchoolPro TLC who provide a wide range of education support for Schools and Multi Academy Trusts.
 
Thank you to our other exhibitors for showcasing their products and services:
 
Healthy Bs for all things relating to Bladders, Bowels & Bathrooms!
PHP Law LLP who provide complete support for Trusts and Schools
Rhino Play (SW) Ltd for sustainable playground design for every age.
Tute Education DfE-accredited online education partner for students in Key Stages 1 to 5
YPO leading education supplier of stationery, furniture and equipment. 

Today's the day!
You can see here the programme for our 2026 SWIFT Summer Conference at Exeter Racecourse:

We want this year's conference to be memorably meaningful presenting on issues that matter to YOU and bring the best of regional and national:

AI | Assessment | Equity | Wellbeing | Leadership | Care | Culture | Oracy | Disadvantaged | High Attainers | Masculinities

Every year we strive to build on the success of the previous Conference and the feedback speakers from last year's conference speaks for itself:

“Excellent presentation and super relevant to improving the quality of education in our schools”
“Challenging and engaging.”
“Powerful and passionate speaker.”

TWO THIRDS of delegates Strong Agreed the conference made a positive impact on their understanding of educational practices.
​A THIRD OF delegates Strongly Agreed the conference provided a high-quality experience.
OVER HALF of delegates rated the conference as Very Good.

Do look out for our sponsors and exhibitors who will be with us in person and find out more about their educational products and services: 

Exeter Supply Partnership
Educatering
Healthy Bs
PHP Law LLP
RHINO PLAY (SW) LTD
SchoolPro TLC
Tute Education
YPO

May Day has passed and we hope that you enjoyed the Bank Holiday, but today is UPDATE May Day and we are pleased to bring you the latest news.

As Executive Director Martin Smith reflects in his introduction: 
"This May issue brilliantly exemplifies what a mature school-led system looks like...The many high-quality articles bring together expertise from individual schools, Multi Academy Trusts, education partners and the National Institute of Teaching." 

With partnership at the heart of our SWIFT work, Martin will soon be engaging with stakeholders on the partnership with our Teaching School Hub colleagues, OneCornwall to develop and widen the scope across the region. 

Read up on the recent National Institute of Teaching (NIoT) Teacher Educator Development Day led by Kyle Bailey, NPQ Lead for the South and West at NIoT and Birmingham South Teaching School Hub. The aims of the day were to strengthen the professional skills and expertise of teacher educators, engage critically with research and apply it to inform and enhance practice and build, sustain and deepen relationships between local colleagues. 

You can also catch up on some important Golden Thread programme updates to keep you informed.

If you are contemplating a smartphone-free environment in your School or Trust, Kingsbridge Community College's Principal, Tina Graham shares their journey and tips that developed as part of their wider commitment to student wellbeing, focus, and positive development. 

This month's interview is with Anthony Lees, Deputy Head of School for Marpool Primary School & EdTech Lead for the Cornerstone Academy Trust. A self-confessed tech nerd, Ant is well-placed to provide an insight into this rapidly growing area within our professional and personal lives. You read it here in UPDATE!

Devon Research School (DRS) shares a post on being one step ahead when it comes to Adaptive Teaching from fellow Cornwall Research School. As you would expect this is insightful, intentional and evidence-based and will add meaning to your practice. 

On that note, the Region's RISE Team invites you to attend the Boolean and London South West Maths Hubs’ Mainstream Inclusion Conference on Primary Maths coming up on Thursday 4 June 2026. Book here

From September, schools across England will be expected to take a more structured approach to allergy management and our sponsor SchoolPro TLC provides guidance on how to prepare.  As former school leaders, teachers and incumbent Governors, they are caring and knowledgeable. Contact the Team here

Nursery and Primary school cover service Exeter Supply Partnership are celebrating their tenth anniversary - and we commend their first decade dedicated to providing "reliable, experienced supply staff, and above all, offering an ethical, not‑for‑profit alternative that puts schools, educators and pupils first."  Contact here
 
As we have come to expect , Educatering our school catering sponsor are showcasing yet more of their delicious and nutritious food. See more pictures to feast on! If you are not yet part of the Educatering Schools Revolution contact the Team here 

Remember to book your place at the 2026 Summer Conference on Thursday 18 June 2026 at Exeter Racecourse. Five school weeks today! Designed to be relevant and memorable with presentations on: AI and Assessment, Equity, Wellbeing and Leadership, Care and Culture, Disadvantaged High Attainers, Masculinities in Schools and more. Network with like-minded colleagues and enjoy some lovely food from Goosemoor Educatering.

In the spirit of true and lasting partnership, we hope you relish a dip in this issue.
With all best wishes from the SWIFT Central Team - and a happy and rewarding onwards. 

"I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.”
 
Deputy Head of School for Marpool Primary School in Devon, Anthony is also the EdTech Lead for the Cornerstone Academy Trust.

Previously Ant was the Primary Lead for The National Centre for Computing Education (NCCE) Computing Hub for Devon and Dorset and for the Cornerstone EdTech Demonstrator School. Other roles include a Specialist Leader of Education (SLE) and SSAT Lead Practitioner Facilitator and Ant is currently supporting the RISE Digital Skills and AI Hub.

For 15 years, Ant has led the Trust's EdTech strategy and approach to online safety, driving the one-to-one device programme within the project-based curriculum, and also maintains the Trust’s Microsoft Showcase School Status. 

The SWIFT Team are grateful to Ant who has trained us over the years on various aspects of digital learning, and we are always grateful to learn from his expertise.

As AI moves apace for us all and is part of the SWIFT professional development programme this year, it seemed a timely juncture to find out more about Ant’s journey and work in the world of digital learning. 

1. What has been your personal journey into digital learning and AI?
Reflecting for this interview, it has been a very interesting journey!
 
I was a class teacher for about ten years, then spent some time in different schools teaching Music. After a short time in Broadclyst Primary School doing various music-related teaching my role gradually moved into EdTech, as I was a bit of a nerd, as well as into Music and choirs. Gradually my role became more about the EdTech and staff development and training and suddenly, I had found a niche for something that I loved.

Broadclyst had already academized at the first opportunity and within a few years of being in post, it became apparent that this area was growing and it needed to become a Multi Academy Trust, and it was by building some Free Schools and taking other schools into the Trust my role evolved into leading EdTech for the Trust, but also staff development and CPD, as we have a lot of Early Career Teachers within the Trust and my role included supporting them.
 
During this time, Cornerstone got further involved in running the Science Hub for the area and gradually, I became a Senior Professional Development Lead for STEM, taking on the running of the primary arm of The National Centre for Computing Education (NCCE) for Devon and Dorset in partnership with Exeter Maths School. My role evolved from leaving the classroom to becoming heavily involved in CPD and the development of colleagues and eventually into leadership and I have been Deputy Head of a few of our Trust schools over that period too.

Because of the heavy lean on EdTech, we have been very involved in the Microsoft Showcase School Network and my roles necessitated ensuring, for example that our schools maintain the Showcase Status, training up our staff to be Microsoft Innovative Educator Experts, and securing Microsoft Certified Educator (MCE) accreditation. That has been a fun part of the journey as we have always been at the forefront of trying to push what is innovative in education and how technology can leverage the best support for learners and teachers and as AI has moved to the forefront, it has become our new horizon.

As I said earlier, I am a bit of a nerd and a tinkerer, as far as technology goes, and I have always been aspirationally looking for what is the next best app, the next best tool for myself, but also for technology; which I would call “a hopeful unsettledness.”

2. What do you find to be most rewarding in your role as EdTech Lead for the Cornerstone Academy Trust?
For me at the core, I think it is about supporting and developing colleagues, because I find that very rewarding and I also know that it is the best way to have an impact at scale to improve the opportunities for learners. Now that I am not in the classroom myself, that is my best vehicle and is very rewarding.
 
3. What do you believe to be the main benefits of digital learning and AI in education today?
Building on the second question, I believe the power of technology is about bringing equity of opportunity to learners - to all pupils and students - by raising universal provision, and not simply through the accessibility tools, which are the obvious quick wins, (i.e. text to speech, speech to text etc), all of which is hugely important and makes a big difference to teaching and learning.
 
At Cornerstone, we are very embedded in the Microsoft Platform in Teams, and that ability for learners to collaborate at whatever scale is appropriate for the project cannot be undervalued and I genuinely believe that we are preparing our learners for a future job market that has yet to exist; which you might say, is the ultimate goal for education. We are not looking to be the matrix, to plug learners in and turn-out brilliant form fillers. We are looking to develop young people that have the skills they need, and which we would beratingly call soft skills, the reasoning part of the three R's, and which are so valuable.

On the AI front, the more I listen to some clever people talk about this topic, I think the benefits for students is the speed of feedback that AI can provide learners and the consistency. We are now at a stage where we have proven that consistency of feedback is much better from AI than it is from a teacher, however well-meaning and able. On the staff side, the obvious benefits that are hugely powerful include time-saving, quality, and the ability of AI to draw links between large amounts of information, which as an individual, I do not have the cognitive bandwidth to hold and the ability to draw ideas together and to spot links that maybe an individual practitioner would not be able to do.
 
4. What do you consider to be the main challenges and what steps do you take to overcome them?
Reference EdTech, I think the current main problem is that we are at a point where there is a confusion about what is the place of technology in the lives of young people, both at home and in the classroom.

There is some great work going on here. Mobile phone awareness is perhaps the biggest. For example, Smartphone Free Childhood, who are undertaking absolutely incredible work that I completely endorse in helping parents to see what is the right time and boundaries for smartphone use. However, there can be a lot of confusion about mobile phones in general and devices and there is a huge screen time debate underway that is probably more prevalent than it has ever been. It is important, and very powerful and positive that discussion and debate is going on, of which more and more people, including parents, play a part.
 
The downside is that it leads to a confusion about the place of technology in education and one can sometimes become a stick to beat the other if we are not careful. For us at Cornerstone, what we have learned over the last few years is to simplify our message about how technology contributes to our project-based curriculum and to the opportunities and provision that we are putting in place for learners. For screen time, we try to be very, very clear about the difference between using a device to access resources and to check the information, which is very different to bingeing on Netflix or sitting on your Xbox in the evening.

For AI, there is a danger in avoiding the cognitive heavy lifting that comes from work and the exercise of learning, recalling what you have learned, applying it in situations and creating something new. If we are not careful, there is an opportunity for AI to be seen as a mechanism to skirt around that very important process and not to flex those mind muscles. In a time of increased social media usage, declining attention spans, and an inability to single task - that I see in myself as much as in other people – herein lies the danger for me. I think the solution is for us to be clear with families and all our stakeholders and pupils.
 
5. What are your hopes (ideally) for the future of digital learning and AI in education?
Cornerstone is one of the founding organisations of the Digital Skills and AI Hub, which is a RISE-funded project currently giving us opportunities to test and learn, which we are doing at scale with two other Trusts, and with ten different working parties who are trying out how AI can be used in all sorts of different contexts, classroom, student feedback, back office processes, business, finance, workload, and for leadership and governance.

With the test and learn, we are looking at what can we learn? What is the right way forward?
My real aspiration is that as AI evolves into a more mature technology for education, and we develop those safe and ethical tools for education, as we are at a place where sometimes we have to compromise on the facility in order to use it safely. As an example, I would say that as an organisation, we are in the Microsoft world, hence our tenancy is on Teams, including SharePoint etc and CoPilot is very safe within that world. However, there are incredible things that can also be done with Claude, ChatGPT and Gemini and all sorts of other tools. But they are not safely in our tenancy, and we are not using them and will be missing opportunities at the moment. Yet, it is more important that our learners' data is safe and ring-fenced than we explore those opportunities.

But over time, as the tech matures, it is my hope that safe and ethical facility becomes more available and there will be lots of tools that we can use. If I were to name-drop a few, I would say through Magma and Olex.ai who are developing tools that not only mark and return grades to pupils (because that has been around for a while); but now tools that take the input submitted by the pupil and develop new challenges and tasks for the learner based on what the students submitted. That is exciting because we are into a time of bespoke use of technology for each individual, rather than pushing them through a conveyor-belt of experiences.
 
From the work of the Digital Skills and AI Hub it has been clear to us that the biggest impact for schools is those who are experimenting and testing. I would encourage other Schools and Trusts to join the Hub and get involved. This is an exciting time in education and to be involved in the process of shaping the future impact of AI in education.

5. What would be your five Top Tips for using AI?
TIP 1: Start with the problem, not the tool.
What is it that is limiting learning? What is challenging teachers?

TIP 2: Use AI to amplify teacher thinking, not replace it.
AI can draft a good lesson, but it does not know your pupils. It is about doing something to enhance the learners. The power comes from the teacher's ability to refine and adapt, not from the ability of the AI to produce something quickly.

TIP 3:  Turn one thing into many.
AI gives you the ability to take smart wins from a single text or lesson and allows you to create multiple things for different age ability readers, and cognitive levels and response expectations.

You could add more challenging questions, more inference and deduction, and not simply recall and to generate discussion prompts.

TIP 4: Model great learning, not simply great answers.
You can get pupils to use AI to get answers instantly.
As we are a primary MAT, we do not give our pupils direct access to chat-based AI as that is clearly legally inappropriate and not the goal.

We are however, looking at how we can use AI to help teach pupils how to think. To spot the question, mistakes, how to improve and refine responses over time. That is where I think the power is in using AI as a thinking partner, and critical friend, rather than your first draught buddy.

Let the tool get to know you because the more your AI tool understands your context, role and drivers and your objectives, the better quality the response. Rubbish in, rubbish out.

TIP 5: Start small - but start now.
A whole AI strategy for your school might be down the road.
In the first instance pick a single problem. For example, planning feedback.  Trial it and get it up and running because the AI and digital technology is not yet mature, but is evolving all the time and the only way to be on board is to start dipping in your toe.

We thank Ant for his thought-provoking interview and his thoughtful leadership on the increasingly compelling topic of digital learning and AI.
​
Interview by Jude Baylis, SWIFT Executive Assistant  

AI Meets Education | Protecting Privacy, Empowering Learning
 
The adoption of AI in schools to support students on their educational journey has accelerated rapidly.
From lesson planning and report writing to helping with homework, supporting CVs, and even creating art and music – there’s an AI tool for nearly every aspect of school life.
 
Our sponsor SchoolPro TLC share their insights here on this phenomenon that is changing all our lives.  
​

AI in education is rapidly evolving, designed to help students prepare for GCSEs, A Levels, understand the world around them, and navigate life beyond school.

But it is not only students using these tools – teachers, administrators, school leaders, and even parents and carers are exploring AI to reduce workloads, save time, boost productivity, and escape repetitive administrative tasks.
 
AI is revolutionary in its ability to lift the burden of everyday chores, transforming hard work into something more engaging – even fun. But at what cost?
 
This surge in AI use raises an important question: Is AI our friend or foe?
Do the benefits truly outweigh the risks, and should we be concerned about the long-term implications? 

FRIEND

1. Great for Learning 
AI can be useful for personalised learning, tailoring educational content to meet the specific requirement of the student. Using AI in this way will help enhance engagement and understanding of subjects being studied.
 
2. Removing the Tedium from Routine Tasks
AI is able to take over time-consuming tasks like grading, lesson planning, scheduling, report writing, and attendance tracking. By automating these routine duties, teachers are freed up to focus on what truly matters: teaching, building relationships with students, and delivering more personalised support in the classroom.
 
3. No Time Restraints
Unlike schools and educational institutions AI is available 24/7. This not only supports teachers, but also provides students with access to learning tools and support anytime, anywhere.
 
4. Providing Teachers with Support
AI offers teachers access to a wide pool of teaching resources, enabling them to enhance their instructional strategies. This support can lead to more engaging lessons, personalised learning experiences, and ultimately, improved student outcomes.
 
5. Enhancing Future Career Prospects for Students
With AI integrated into education learning, this will help students develop the necessary skills to enter the job market where AI technologies will play a significant role.
​
These are but a few of the benefits of using AI in the educational environment. 

FOE

With every benefit a product or service offers, there often comes a downside, and the use of AI tools is no exception.

1. Data Privacy Risks
When using AI, users may inadvertently enter personal or sensitive data, which is then processed in ways they do not control and this raises important concerns about how this data is stored, used, and protected. The information entered into AI systems may be utilised to train and improve the applications over time, making data privacy and security critical considerations.

2. AI Psychosis 
A startling new trend is emerging in our increasingly digital world: people are forming deep emotional bonds with AI systems like ChatGPT – spending hours interacting, confiding, and even building relationships with these tools. This growing dependence is being dubbed “AI Psychosis” across media and social platforms. Whilst not a clinical diagnosis, the term reflects a concerning shift in human behaviour – where reliance on AI begins to blur the lines between reality and artificial companionship.

3. Reliance on Content 
The content delivered by using an AI tool cannot always be relied upon for accuracy. The end content is dependent on many factors of how the AI tool views the sources of the learned material and information.

4. Sharing of Responses 
You have used AI to help write a report and found it incredibly useful. Naturally, you want to share it with a colleague so that they can benefit and use it as a template for their own report writing. There is nothing wrong with that – or is there?

Recent reports suggest that when you share AI chatbot responses, such as those from ChatGPT, the content could potentially be indexed by search engines like Google, making it publicly searchable. This raises important privacy and confidentiality concerns.
 
Sharing of data this way is not always automatically but could be linked to privacy settings with the chatbot. Therefore, it is recommended to “check you settings” prior to using chatbot tools to ensure unnecessary sharing does not occur. 

​Friend or Foe? Building Safe and Positive AI Experiences
There is no doubt AI will bring about vast benefits for schools. Students will prosper, teachers will have more time to spend on teaching and interaction with students, administrators will be free from doing mundane tasks to take on more meaningful projects and money will be saved. So how do we reap the benefits but at the same time keep students, teachers and even the school safe from privacy risks and breaches? By thinking “HARP”
​
H: Human Intervention
It is important not to rely solely on AI-generated information.

AI is not always accurate, so human oversight is essential before trusting or using any AI response. If in doubt, verify the information with trusted sources you have used previously to ensure its reliability.
A: Age Appropriate
When introducing AI tools in the classroom, ensure they are age-appropriate and aligned with students’ educational needs. Monitor how students use AI chatbots or other applications, as recent leaked documents from Meta’s GenAI Content Risk Standards revealed that some AI systems may engage children in conversations that are romantic or sensual. 
It is vital to remain vigilant and guide students towards safe, relevant, and appropriate use of AI technology.

Talk openly with students about the safety risks associated with using AI tools. Encourage them to limit the amount of time they spend interacting with AI to reduce the risk of developing dependency. Educating students on balanced and mindful AI use helps promote healthier, safer habits.

Harness an environment of digital literacy and critical thinking when using AI tools. Remind teachers and students to evaluate outputs and not take responses at face value – “Don’t Believe The Misinformation”.
 
R: Risk Assessments and Policy
Before implementing AI tools, ensure that your school or Trust has conducted thorough risk assessments that weigh the educational benefits against potential privacy and security concerns. Review and update existing policies and procedures to explicitly address AI use, outlining the safeguards and measures in place to protect data privacy and reduce associated risks.

Exactly like any third-party data processor, AI tools must meet GDPR standards. Before using them, ensure they have strong security measures, clear data handling policies, and comply with privacy laws. Treat AI with the same scrutiny.
 
P: Privacy and Security Settings
Set Your AI Tool to Private: Many AI chatbots allow you to adjust privacy settings. Use the toggle switch to set your chats to private, especially if you plan to share conversations with colleagues. This helps protect your data from being publicly accessible.

Delete Chats and Turn Off Memory: Regularly delete your chat history and disable memory features to limit the amount of data the AI collects about you. AI systems build profiles based on your interactions – such as your interests and question patterns – that could reveal sensitive information like religious, political, or social preferences, even if you do not explicitly provide personal details.

Practice Online Safety: Treat AI tools like any other online platform. Consider what security measures are in place to protect your information. Review the company’s privacy policies to understand how your data is used – especially whether it’s leveraged to train and improve AI models.

Report Concerns: Have clear guidance on how to report any inappropriate AI content or misuse.

By Tanya Clark, SchoolPro TLC

You can see here the programme for our 2025 SWIFT Summer Conference TODAY, Thursday 19 June 2025 at the Future Skills Centre in Exeter:

With special thanks to our sponsors and exhibitors: 
Elementa Support Services
Exeter Supply Partnership
Educatering
ONVU Learning
SchoolPro TLC
Whole School SEND

Further to the previous article on the Use of Generative AI in MATs and Schools from our sponsor SchoolPro TLC, we encourage you to this review this further guidance to ensure you are AI safe in your School and Multi Academy Trust starting with this checklist.
 
General AI Best Practices

• Verify all AI-generated content for accuracy before use.
• Use AI tools to enhance learning and reduce workload, not to replace professional judgment.
• Stick to school-approved AI tools that comply with data protection policies.
• Maintain human oversight—never rely solely on AI for assessments or decisions.
• Be transparent—let students and staff know when AI has been used in content creation.
• Train staff and pupils on AI’s risks, limitations, and ethical considerations.
  
  

Data Protection and Security

• Never input personal, sensitive, or pupil data into AI tools unless explicitly approved.
• Always check whether an AI tool is open or closed before using it.
• If using AI for decision-making (e.g., profiling students), conduct a Data Protection Impact Assessment (DPIA)
• Update policies, privacy notices, and acceptable use agreements (AUA) as needed.
• Consult the SchoolPro TLC Data Protection Officer (DPO) if in doubt.
  
  

Teaching and Pupil Engagement

• Encourage students to use AI as a learning tool (e.g., research, brainstorming) rather than for completing assignments.
• Educate pupils on responsible AI use, plagiarism risks, and fact-checking information.
• Monitor AI’s impact in classrooms — ensure it aligns with safeguarding and educational goals. 

Quick Staff Guide
What is AI and How Can It Be Used in Schools?
Artificial Intelligence (AI) can support teaching, reduce workload, and improve efficiency. When used responsibly, it can:

• Assist with lesson planning, assessment design, and report writing.
• Automate routine admin tasks (e.g., scheduling, summarising data).
• Provide personalised learning support for students, including SEND adaptations.

However, AI must be used with caution to avoid data breaches, bias, misinformation, and over-reliance.

Key Safety Tips

• Check before you trust: AI makes mistakes—fact-check all outputs.
• Protect student data: Never enter personal or sensitive information into AI tools unless specifically approved.
• Understand AI bias: AI models can reinforce biases—review content carefully.
• Use approved tools: Stick to school-approved, closed AI systems whenever possible.
• Update policies: Ensure AI use is reflected in privacy notices, AUAs, and safeguarding policies.

How to Talk to Pupils About AI

• AI is a tool, not a replacement: Students should use AI to support learning, not to do their work for them.
• Plagiarism risks: AI-generated text needs proper citation—copying AI work is academic misconduct.
• Misinformation awareness: AI can make up facts—students must verify sources before using AI-generated content.
• Think critically: Encourage students to question AI responses and improve their digital literacy.

Who to Contact for AI Support
For any AI-related concerns, training needs, or Data Protection questions, contact your School’s IT or Data Protection Lead, Your SchoolPro TLC Data Protection Officer (DPO).

Have you embarked yet on your Artificial Intelligence (AI) journey?

​
The use of AI in schools is rapidly growing, offering numerous benefits, such as enhanced efficiency, personalised learning, and improved decision-making.

​However, AI also presents challenges, including Data Protection risks, ethical considerations, the risk of bias, and concerns over transparency.

Given the rapid advancements in AI and the growing reliance on these technologies in education, it is crucial for MATs and schools to establish clear policies that balance innovation with safeguarding concerns.
 
Our sponsor, SchoolPro TLC provides some helpful guidance here and a framework for the responsible use of AI in schools, ensuring compliance with UK GDPR, recommendations from the Information Commissioner’s Office (ICO), the Department for Education (DfE), and guidance from Ofsted. 

What is Generative AI?
Generative AI refers to AI systems that can create new content, such as text, images, video or audio. Unlike traditional AI, which follows explicit programming to complete specific tasks, generative AI uses machine learning to create original outputs from input data.

The UK Government and the ICO define AI as technology that mimics cognitive functions associated with human intelligence, such as learning and problem-solving. AI is increasingly used in MATs and schools for both educational and administrative purposes, raising questions about responsible implementation, data security and the ethical implications of its use.

Open vs Closed AI Systems
Understanding the distinction between open and closed AI systems is essential when assessing risk and implementing AI within educational settings:

• Open AI Systems | These include publicly available AI models (e.g., ChatGPT, Google Gemini) that continuously learn from user inputs. They may store, share, or learn from the information entered, including personal or sensitive data. Schools should avoid entering identifiable information into these tools to protect personal and special category data.
• Closed AI Systems | These are proprietary AI solutions controlled by an organisation (e.g., school-specific AI tools integrated into a school’s Learning Management System). Closed systems offer greater security and compliance as external parties cannot access the data input. If a school uses closed AI tools to process personal data, this must be included in the school’s Privacy Notice.

Can Open AI Systems Be Configured as Closed?
Some AI tools, such as Google Gemini, Microsoft Copilot, and other cloud-based AI models, are generally considered open AI systems by default. However, it is possible that they can be configured to function as closed systems depending on their settings and the environment in which they are deployed.

For example, within a Google Workspace for Education environment, Google Gemini can be configured to:

• Operate within a restricted school domain, preventing data from being shared externally.
• Be managed through Google Admin Console, where IT teams can disable data collection and adjust privacy settings.
• Restrict AI usage to pre-approved applications, ensuring compliance with school policies.

In such cases, an AI tool that is generally open in a public setting may be functionally closed within a well-managed, restricted environment. Schools should consult their IT lead or Data Protection Officer (DPO) to determine whether an AI tool is configured to meet Data Protection requirements before use.
MATs and schools should assess AI applications before use to determine their suitability based on these classifications and apply appropriate safeguards, such as data minimisation and access controls. 

Scope of AI in MATs and Schools
Pupil Usage
AI has the potential to enhance learning through activities such as:

• Personalised tutoring
• Research support
• Critical thinking development
• Adaptive learning platforms

However, students must be educated on the ethical use of AI, particularly in avoiding over-reliance and plagiarism. Acceptable Use Agreements should explicitly outline permissible and prohibited AI use.

Staff Usage
Teachers and administrators can potentially use AI for activities such as:

• Lesson planning
• Curriculum development
• Report writing (without identifiable student data)
• Student performance analysis
• Administrative tasks such as scheduling and resource management

Staff must verify AI-generated content for accuracy and must not input personal or sensitive data into generative AI tools without prior assessment.

Governors and Leadership
Governors and senior leadership teams play a crucial role in overseeing AI implementation, ensuring compliance with Data Protection laws, and updating policies as AI capabilities evolve.

Core Principles for AI Use
Transparency
MATs and schools must conduct Data Protection Impact Assessments (DPIAs) when AI tools process personal data. DPIAs help identify risks and establish mitigating strategies to protect sensitive student and staff information.
 
Schools should also be transparent about how they use generative AI tools, ensuring that staff, students, Governors, parents, and carers understand how their personal data is processed.

Accountability
Roles and responsibilities for AI use must be clearly defined and schools should:

• Assign AI oversight responsibilities to senior leaders.
• Implement AI governance committees where appropriate.
• Ensure staff are trained in AI risk management and Data Protection.

 
Compliance with Data Protection Legislation
Schools must ensure that AI tools comply with UK GDPR and their Data Protection Policies.
To protect data when using generative AI tools, schools should:

• Seek advice from their Data Protection Officer (DPO) and IT lead before using AI tools.
• Verify whether an AI tool is open or closed before use.
• Ensure no identifiable information is entered into open AI tools.
• Acknowledge or reference AI use in academic work. 
• Fact-check AI-generated results for accuracy before use.

AI and Data Protection in Schools 
AI use must comply with UK GDPR and the Data Protection Act 2018 in order to safeguard personal data. Schools reserve the right to monitor AI usage to prevent misuse and ensure compliance with academic integrity policies.

Data Privacy and Protection
The use of personal data in AI tools must be handled with extreme caution.
Schools and MATs should adopt the following principles:

• Avoid Using Personal Data in AI Tools | It is recommended that personal data is not entered into AI applications unless absolutely necessary.
• Strictly Necessary Use | If personal data must be used within an AI system, the school or MAT must ensure:
  • Full compliance with UK GDPR and school data privacy policies.
  • Appropriate safeguards such as anonymisation or pseudonymisation are in place.
  • Clear documentation of the processing, including a completed DPIA.
• Transparency in Automated Decision-Making | Schools must be open about any use of AI in decision-making or profiling, ensuring pupils, parents, and staff understand how their data is processed.
• Legal Basis for AI Data Processing | If AI tools process personal data, the appropriate legal basis should be identified and any relevant actions implemented as a result before use.
• Security Measures | AI-generated data should be protected using encryption, access controls, and secure storage.

 
Additionally, some generative AI tools collect and store additional data, such as:

• Location
• IP address
• System and browser information

 
Schools must review and disclose how any data collected by generative AI tools is processed and stored in their Privacy Notice.

Ofsted Expectations for AI Use in Education
Ofsted does not directly inspect the quality of AI tools but considers their impact on safeguarding, educational quality, and decision-making within schools.

Schools must ensure:

• Safety, Security, and Robustness: AI solutions used in schools must be secure and protect user data, with mechanisms to identify and rectify bias or errors.
• Transparency: Schools must be clear about how AI is used and ensure that AI-generated suggestions are understood.
• Fairness: AI tools should be ethically appropriate, addressing bias related to small groups and protected characteristics.
• Accountability: Schools must ensure clear roles and responsibilities for monitoring and evaluating AI.
• Contestability and Redress: Staff must be empowered to override AI suggestions, ensuring human decision-making remains central. Complaints regarding AI errors must be appropriately addressed.

Leaders are responsible for ensuring that AI enhances education and care without negatively affecting outcomes.

Integration into Policies and Agreements
To ensure compliance, transparency, and ethical AI use, schools and MATs should update their existing policies to include provisions for AI. We have drafted recommended text to add to key policies and privacy notices in order to support this process. This information for parts of our AI Guidance pack for schools and is included in the following document: 
2 - Generative AI in MATs and Schools - Policy Updates. 

Report by Soton Soleye and Ben Craig, School Pro TLC