With the end of term in sight, we thought we would squeeze in a final July UPDATE for you - and it is a newsy one to end this school year. 

Musing on our recent Summer Conference (and you can read the A Master Class in being a Good Egg! write-up), Executive Director Martin Smith reflects on the overarching themes of inclusion and belonging: "at the heart of what we are as schools and at the heart of how we train and develop ourselves through professional development."  

Martin ends by encouraging all teachers, leaders and colleagues to take a moment to reflect on the huge contribution everyone makes to the lives of children and young people. "We know our profession has challenges ahead of us and some will move on and some will persist. But what is an ever constant is the commitment of everyone in education to do the very best job."
 
Looking to the Autumn Term and being super organised, the Whole School SEND (WSS) Conference is on Thursday 19 November 2026 at Sandy Park in Exeter on the theme of “A Sense of Belonging still Matters.” 
You can help now as the WSS Team are inviting schools across the South West region to share what “Belonging and Mattering” looks and feels like. 

With the appropriate consent, send the Team examples of pupil voice on how they feel valued and included in your School / Trust community. For example, photos, artwork, displays, projects, short video clips, participation in clubs, enrichment activities, pupil testimonials. Keeping you informed, there are SEND updates and guidance later in the newsletter. 

A week and a day before the early bird offer closes on Friday 17 July 2026, remember to register your School / Trust / Federation for SWIFT CPD and Membership for 2026 - 2027. If you do the sums, it makes sense. Find out more and register here 

This month we take a nostalgic view of ALL the UPDATE interviews - starting in April 2022 with Martin Lewis, our launch interviewee and still a SWIFT stalwart. It is worth a look back!

Devon Research School (DRS) shares a post by Hannah Claydon, Deputy Director of Devon Research School, Raising Standards Lead for Year 7 and Teacher of Science at Kingsbridge Community College on embedding Maths skills in the Science classroom.

HOT OFF THE PRESS - you can read the South-West Social Mobility Commission Annual Report on Place Matters . Published yesterday, rather than the North - South divide, the startling headline shows London outperforming every other region on many key measures for pupils eligible for free school meals, whilst the South West remains one of England's weakest-performing regions.

Thinking hot, with soaring temperatures now a constant our sponsor, SchoolPro Safety provides some excellent cooling practical guidance on managing overheating classrooms. Contact the Team here

We join our sponsor Exeter Supply Partnership in celebrating their 10th birthday of providing nursery and primary supply needs and wish them another successful decade! Contact the ESP Team here

Ending the school year with a celebratory look back in pictures, our school catering sponsor Educatering shares some pictures from Christmas to Easter, Chinese New Year and Eid. You can contact the Team to discuss catering for your School and Trust here 
 
That's all folks! When you have a moment to stop, we hope that you will find something of interest in this issue that will add value to your day.

A week tomorrow I will be signing-off from my role as Editor of UPDATE and I would like to extend my very best thoughts to you all for the end of term (and the onwards). I know from my own experience of working in a school for many years the meaning of “being busy” in ending one year and preparing for the next. Such is the cycle of education.

By Jude Baylis, SWIFT Executive Assistant 

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

The first week of June and the final half term of school year 2025 - 2026 and we hope this latest UPDATE newsletter will bring value to you.

Executive Director Martin Smith reports on a new chapter afoot for SWIFT with neighbouring Teaching School Hub partner, OneCornwall: 

"The proposal is straightforward. By aligning more closely, we can move beyond operating as parallel Hubs and instead create a single, coherent partnership that is better placed to deliver high-quality professional development at scale. This is about combining capacity, expertise and infrastructure to strengthen what is already working well." 

We want to hear your views. Find out more about the proposals here and you can watch a short animation here . Please feel able to complete the feedback form here by Wednesday 1 July 2026.

Sharing good practice comes naturally in education and we are pleased to showcase the outcomes of a recent peer review with fellow Teaching School Hubs’ of our Appropriate Body Services - one of our Golden Thread responsibilities. You can read how the team thrived in this collaborative and challenging exercise.  

Tes has recently published its Global Wellbeing Report (a topic close to all our hearts) - and we thought it was worth highlighting for you. Wellbeing will be a keynote at our forthcoming Summer Conference on Thursday 18 June 2026 at Exeter Racecourse led by Shaheen Myers, founder and CEO of Balance:ed. The final tickets are available here 

Hot off the press - Colyton Foundation has announced that applications are now open for the 2026 - 2027 cohort of Leading High Attainment. A year-long leadership development programme for secondary school leaders across the South West delivered by the Colyton Foundation in partnership with SWIFT and Devon Research School. You can apply here and register for the information webinar on Thursday 2 July 2026 here  

This month's interview is with Steve Margetts, Principal of Torquay Academy and recently published author of “Everyone Succeeds,” a leadership framework built around 54 codified leadership behaviours. Steve will be leading some professional development sessions for us next academic year. One to watch!

Devon Research School (DRS) shares a post by Adam Wray, Associate Leader at ACE Tiverton School on predictive processing. Living in a neurodiverse household, with family members who experience autism, ADHD and dyslexia, Adam became deeply curious about what happens beneath the surface of thought and perception. It is worth a read to consider your own processing and in the classroom. 

It is that time of year – poised between the end of one school year and starting to think about the next on the not-so-distant horizon and our sponsor, SchoolPro TLC considers the merits of one week or two week timetables in Secondary schools.  Contact the Team here

Educatering our school catering sponsor have been showcasing the importance of local sourcing. Parents have enjoyed a taste at recent parents' evenings and at Pupil Premium Night with more info about support for low-income families. The food pics say it all. If you want to find out how Educatering can support your School/Trust Catering Team contact the Team here 

You will know that Exeter Supply Partnership are committed to supporting you for your nursery and primary supply needs. But they go a step beyond. As well as a full-service approach supporting not only staffing and recruitment needs at no additional cost, they foster a highly skilled, confident and well-supported pool of educators through a dedication to ongoing professional development. Contact the ESP Team here

A few extras this issue.
If you are starting to plan your summer reading, you might like to add Mr T's life thinky collection of books to your list. A wide offering of thoughts, ideas and insights to help you, to help yourself! By Day, Mr T is Christopher Tribble, Headteacher of Honiton Primary School and you can find out more here

Introducing ERA, the Educational Recording Agency: a licensing organisation enabling schools, colleges and universities to access and use FREE high-quality broadcast video and audio for teaching and learning (from UK broadcasters like BBC, C4, C5, ITV etc), whilst also supporting the creators of the content. 
 
Finally - if you are interested in the pithy topic of climate change and find yourself in the Totnes area on Monday 15 June 2026 - you might like to attend a free film night of "Future Council" plus panel discussion with various experts, including George Monbiot. Doors open at KEIVCC (King Edward VI Community College, Ashburton Road, Totnes TQ9 5JX) from 1800 for a 1900 start. Book your place here

We hope you find something to interest you in this issue and we wish you a happy, fulfilling, productive and (sunny!) Summer Half Term. 

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. 

March marches on and we are pleased to bring you the latest UPDATE.

Following the publication of the White Paper last week Executive Director Martin Smith reflects on: "the renewed commitment to strengthening the education workforce, particularly the investment in recruiting 6,500 new teachers and the significant expansion of high‑quality professional development opportunities." 

We are here to play our part as Teaching School Hubs to support you in our delivery of the Early Career Framework, National Professional Qualifications, and evidence‑informed CPD across our region. 

Meanwhile, founder and Lead Coach of The Thinking Academy, Leonie Hurrell shares her thinking behind the "Leadership Skills" course designed to help leaders boost their self-awareness, build connections, and communicate clearly, including the importance of soft skills. Feedback from this week's course is heartening: 
"It was valuable to be reflective and a great opportunity to plan next steps for my leadership' (said one delegate).

With engagement referenced in the White Paper The Engagement Platform (TEP) engage us with their February 2026 findings, drawn from 165,000 pupils across 263 schools and articulate what engagement means. You can take advantage for your School/Trust with a special subsidy for Colyton Foundation partner schools, as well as all other schools.  

This month's interview is a thoughtful piece on Religious Education in schools with Ed Pawson, our SWIFT RE Professional Community Lead and Consultant. A natural enthusiast for the subject, Ed reminds us of the value in networking and building a community through the Professional Community. 

Always in tune with the latest teaching and learning research, Devon Research School (DRS) signposts us to some practical ways to help pupils build independence through explicit teaching and careful scaffolding in the recent Education Endowment Foundation (EEF) blog.

Our sponsor SchoolPro TLC continues the theme of wellbeing and supervision for school leaders and how stress is not just stress anymore - it is a safeguarding issue. The Safeguarding Team are there to provide support and you contact here

Educatering our school catering sponsor share some of their foodie in-school delights - including pizza and cookie making and an imaginative Taste, Touch, Smell – I am a Teacher, Get Me Out of Here session (the proof is in the pics). Contact the Team here to find out how they can support your Catering Teams.

If you have planned absence on the horizon, our sponsor Exeter Supply Partnership are ready to help you get organised and with their not-for-profit ethos you can feel doubly positive. Contact them here for support. 

This should keep us all focused and as spring edges ever nearer, we wish you a rewarding continuation of this Spring Term.

Landed! February UPDATE and lots to engage you.

Executive Director Martin Smith announces the date and line-up of the Summer Conference 2026 on Thursday 18 June 2026 with relevant and purposeful topics – including, equity and inclusion, wellbeing and leadership, AI, oracy and disadvantaged high attainers. Book your place here

"SWIFT takes pride in our vision of professional development to create outstanding opportunities for leaders to learn, develop and connect and is passionate about enabling schools across the South West to access the best of regional and national, as well as the latest research." 

The Engagement Platform (TEP) engage us with their latest research on why pupils’ belief in their own agency for reading really matters and there are some thoughtful practicals for you to do in school.  Find out more about TEP in an engaging interview with Jess Easton, Director of The Engagement Platform (TEP). Plus there are more handy teaching and learning top tips from Harry Fletcher-Wood's presentation at the Spring Leadership Forum on improving teaching for which we thank Harry. We also thank Laura Clitheroe for showcasing all the opportunities of the CODE Maths Hub

Thinking about reading, Devon Research School (DRS) considers reading goals and how to develop a shared approach to purposeful reading: "The ability to read and understand complex text plays a critical role in our students’ success, not only in terms of their academic outcomes but also in relation to their wider life chances on leaving school."

The February feature from our sponsor SchoolPro TLC is on supervision for school leaders on a sensitive note of how school leadership can feel heavy: "Recent wellbeing surveys show that over three quarters of school staff feel stressed, with senior leaders reporting the highest levels of exhaustion and emotional overwhelm." The SchoolPro TLC Safeguarding Team are there to provide support and you can contact them here

In preparation for the forthcoming Year 6 SATs the RISE Team are hosting a Raising Attainment Conference on Thursday 5 March 2026. Book your place here and we hope it helps you prep your pupils.

Educatering our school catering sponsor are leading the way across our region with their complete service to provide nutritious and exciting lunches with local food sources, and bespoke support to your Catering Teams. Contact the Team here 

We are still in the winter months (despite our hopes for an early spring) and we understand that supply teaching is a sometimes necessity for schools. Our sponsor Exeter Supply Partnership values their teachers and provides professional development to ensure skills are refreshed to boost and provide the best service to your School and Trust.  If you need any support you can contact them here

AND we are here to support you, and we wish you a fulfilling and happy onwards with the term - and in a few weeks' time, a restful Spring Half Term Break!   

Recent wellbeing surveys show that over three quarters of school staff feel stressed, with senior leaders reporting the highest levels of exhaustion and emotional overwhelm. Teaching Unions echo the same picture: almost 80% of leaders say their workload is unacceptable, and nearly nine in ten say they struggle to protect time for strategic leadership because urgent issues keep flooding in. Three quarters of school staff feel stressed, with senior leaders reporting the highest levels of exhaustion and emotional overwhelm. Teaching Unions echo the same picture: almost 80% of leaders say their workload is unacceptable, and nearly nine in ten say they struggle to protect time for strategic leadership because urgent issues keep flooding in.
 
Schools are managing a level of emotional and operational complexity that would have been unthinkable just years ago - safeguarding demand, behaviour escalation, emotionally exhausted families, stretched external services, and the expectation to “stay resilient” even when you are running on fumes.

This is where supervision comes in - not as a performance tool, but as a protected space to breathe, think, and be human for an hour. It is a moment to look after the part of you that holds everyone else together. Other high-pressure sectors have relied on supervision for decades because it helps people stay grounded, safe, and emotionally resourced. Education is only now starting to catch up.
 
We know from cross-sector studies that effective supervision reduces burnout and improves decision-making. It gives leaders structured reflection, emotional containment, and time to make sense of the hardest parts of the job. 

Now live it's the final UPDATE of 2025 and our ruby edition.

To start us off, Executive Director Martin Smith aptly considers "the collective goodwill that exists within the profession around supporting one another to develop" - not least in our role as Teaching School Hubs. Plus a special Happy Christmas message and a reminder of all the lovely aspects of being a teacher and leader at this time of year.

It is proving to be very popular, so remember to sign-up for the Spring Leadership Forum in January with keynote speaker Harry Fletcher-Wood presenting on improving teaching, an intro to the CODE Maths Hub with Laura Clitheroe and a foreword by Martin.

Thinking about understanding engagement amongst low-income White children in England’s schools, you can find out more in the report by The Engagement Platform with some suggested support ideas. Read up too on the latest webinar led by the South West English Hubs on the Department for Education's Writing Framework published earlier this year.

Keeping it relevant, there is more guidance from the Education Endowment Foundation on Metacognition and self-regulated learning from Devon Research School. Equip yourself with the three new classroom tools to support you putting the evidence into practice.

If you are looking to refine your timetabling tools, our sponsor SchoolPro TLC share their year-round timetabling approach to strengthening this essential work within school and they are available to support you if you need that helping hand.

Faye Steele, our Senior Administrator for the SWIFT Appropriate Body Service is our December interviewee and how good it is to know that she is at the helm for this integral service with her “relentless unwavering determination to procure the information we need on time and to meet our deadlines and tracking.” We are only as good as our staff and systems!
 
If you are deliberating about taking the bold step to change your contracted catering to in-house, read on as our sponsor Educatering share all the benefits of keeping your own kitchen staff, behind-the-scenes support, compliance and allergen management, staff training, bespoke menu development - and SO much more that makes sense for a fully supported service.  

Looking ahead to January, if you need any teacher cover, our sponsor Exeter Supply Partnership remind us why not all supply services are the same and the benefits of working with them. For a start, this not-for-profit organisation with true heart puts people first - and that means supporting local schools and teachers.

We are nearing the shortest day and if you need a reading boost, remember to check out Mr T’s instructional series (AKA Christopher Tribble, Headteacher at Honiton Primary School). We like an edifying read!

We are glad to work with you, support you and hope that you will end the Autumn Term on an uplifting note with the end of term Christmas celebrations.

See you in 2026! 

​A timetable shapes the structure and rhythm of a thriving school.

With a background as teachers and school leaders, our sponsor SchoolPro TLC have a working understanding of timetables and share here some of their expertise.

Every school has its own moving parts - pressures, priorities, staffing profiles, and students’ needs - which means adaptability is essential and rigid rules rarely work. At SchoolPro Timetabling and Curriculum, we follow a clear annual cycle that keeps the timetabling process strategic, structured, and never a last-minute scramble.

We work alongside Schools and Trusts of all sizes to design timetables that are efficient, robust, and aligned with strategic priorities. Our approach is underpinned by the expertise of Mark Hodges, our Director of Timetabling and Curriculum, who brings 25 years in education - including more than a decade in senior leadership - and over ten years in supporting schools nationally to maximise curriculum efficiency and build timetables that genuinely support teaching, learning, and long-term planning.

September to October | Reviewing and Refining
As the new academic year begins, the focus is on evaluating how the timetable is bedding in and includes reviewing:

• Daily pinch points
• The effectiveness of room utilisation
• The student experience
• Pressure points identified by staff

 
At this stage, we also reflect on exam outcomes and staffing changes to determine whether elements of the curriculum model need adjustment. For example, if a subject has underperformed in exams, seen a decline in student uptake, or is affected by staffing challenges, discussions are held to determine whether its timetable allocation should be adjusted for the coming year. These conversations feed into strategic discussions with leadership teams and help shape decisions.
 
November to December | Designing the Model
This phase centres around consultation with SLT and Heads of Department and together, we review:

• School improvement priorities
• Accountability measures
• Staffing expertise and constraints
• The structure of the school day

 
Changes like moving to a two-week timetable, adding periods, or adjusting lesson lengths are decided early to ensure the year’s timetable runs smoothly. We then draft a curriculum plan in the timetabling software to identify potential recruitment needs or staffing adjustments. Once agreed, this becomes the foundation for the year’s timetable.

January to February | Setting the Foundations
With a clear curriculum model established, we move into preparing the systems that underpin effective scheduling and this includes:

• Updating staff, room and subject data
• Launching the options process (typically Year 9 into Year 10 and post-16)
• Moving the process online where possible, giving students access to all necessary information
• Using MIS and timetabling to streamline choices and imports

Digitising the options process wherever possible saves significant time and reduces errors - allowing schools to focus on informed choices rather than administrative tasks.

March to April | Building Class Structures
Draft class structures are shared with Heads of Department for checking and refinements.

Drawing on our team’s strong understanding of staff performance, strengths and how the timetable supports school improvement priorities, we allocate staff to groups in a considered and strategic way. These allocations are reviewed and confirmed by SLT before being shared with teachers, who can provide feedback or request adjustments.

Staff are then allocated to groups based on strengths, performance insight and strategic priorities.
SLT review and confirm these allocations before staff view their proposed timetable placements.
This stage ensures that curriculum intent and staffing strengths align before formal scheduling begins.

May to June | Constructing the Timetable
This is where the full timetable comes together and the process involves:

• Adding staff requests (where appropriate)
• Building multiple versions of the timetable
• Testing each model against constraints and priorities
• Refining and rebuilding until an effective structure is achieved

Compromises are sometimes necessary, but the goal is always to produce a timetable that balances efficiency, equity and educational value.

July | Finalising and Releasing
Once a stable model is achieved, we move into rooming and sharing the draft timetable with staff.

Feedback is reviewed and reasonable adjustments are made, with the aim of issuing final timetables at least two weeks before the end of term to support transition into the new academic year.

This final stage brings together the reflection, consultation, and modelling throughout the process.
Once confirmed, the timetable is transferred into the MIS, ensuring the school is fully prepared for the new academic cycle.

Supporting Schools All Year Round
Timetabling is far more than a summer task - it is a strategic, iterative process that demands reflection, communication and expertise.

At SchoolPro Curriculum, we support schools with:

• Complete timetable construction
• Curriculum modelling and analysis
• Options processes and pathway design
• Mentoring and training for in-school timetablers

If your school would benefit from support with next year’s timetable, the expert SchoolPro Curriculum Team would be delighted to help you.

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

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