How Should Schools Approach AI? A Clearer Path for Thoughtful Leaders
Not if, but how
Whether you’ve planned for it or not, AI is already part of school life. Teachers are experimenting with tools like ChatGPT to save time. Admin staff are trying out auto-generated letters. Leaders are quietly wondering what’s safe, what’s risky and what the DfE expects.
Now that the Department for Education has published an updated AI policy paper for schools (June 2025), the question for school leaders is no longer whether to use AI – it’s how to use AI in schools responsibly and professionally.
This blog is for leaders who want to lead with clarity, not get swept up in hype.
Staff are already using AI but is your school ready?
In most schools, AI tools are being used informally. Teachers may be drafting lesson content, differentiating resources or writing reports with the help of generative tools. Admin teams are experimenting with form letters or AI-generated summaries. Governors may be asking questions about AI strategy and oversight.
But while the use is already happening, the thinking often isn’t. Few schools have a clear stance, shared understanding or agreed boundaries around AI use. That gap – between everyday use and strategic reflection – is where the real risk lies.
Many leaders are starting to ask what kinds of AI use are currently being trialled or used by staff, and whether it’s time to step in and shape a clear, shared position.
AI strategy in schools: Why reflection comes before tools
AI is big business and a wave of platforms now offer schools AI-powered lesson planning, marking and analytics. Some are genuinely helpful. Others are rushed, vague or misaligned with the needs of real school settings.
Before adopting any tools, leaders need to ask:
- What problem are we trying to solve?
- What are the risks to pupils, staff or data?
- How do we ensure professional oversight and trust?
The DfE’s position on AI is that schools are free to use it but the responsibility lies with leaders to manage the risks. That starts with thoughtful, reflective leadership.
We built the Honeyguide AI Use and Ethics Toolkit because so many school leaders told us the same thing: “We know this matters but we don’t know where to start.”
What does the DfE actually say about AI in schools?
The Department for Education’s materials (updated June 2025) is clear on three points:
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Schools can use AI to support teaching, learning and operations
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That use must be safe, responsible and professional
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Leaders are expected to evaluate risks and benefits in their own context
But what the DfE doesn’t give is a fixed roadmap. There’s no required AI policy, no central list of approved tools and no mandated training. The expectation is that school and trust leaders will take ownership of planning how to use AI in schools responsibly.
What’s the best school leadership approach to AI use?
You don’t need to be a tech expert to lead well here but you do need to:
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Understand where AI is being used in your school and where it might be next
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Create space for staff to reflect safely, honestly and without pressure
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Make decisions that balance opportunity with professional caution
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Set clear expectations for how AI should and shouldn’t be used
This is leadership work. It touches workload, safeguarding, digital safety, SEND and inclusion, data protection, and parental communication. Rather than seeing it as just an IT issue, it’s actually about the values and culture of your school.
One practical step: a reflection toolkit that starts where you are
If you’re not ready for a full AI strategy or policy, you’re not alone but you should consider whether reflection needs to begin now, rather than when something goes wrong.
The Honeyguide AI Use and Ethics Toolkit Pack supports school leaders to explore the use of AI across seven key areas of school life:
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Teaching and Learning
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Assessment and Feedback
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Leadership and Management
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SEND and Inclusion
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Administration and Operations
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Parental Engagement and Communication
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Ethical Use
Each editable toolkit includes clear questions, realistic use cases, possible benefits, risks of AI in schools, and professional discussion prompts. There’s space to record your current stance, explore the implications of staff use, and identify next steps – all in line with the DfE’s guidance on responsible AI use in education.
Final thought: You don’t need to rush but you may want to start thinking
AI in schools doesn’t have to be overwhelming. You don’t need to write a policy tomorrow or trial a flashy new tool but you do need to understand what’s already happening in your school and lead the conversation with confidence.
Need help getting started?
The AI Use and Ethics Toolkit Pack gives school leaders everything they need to reflect on AI use responsibly. It’s editable, plainspoken and designed to support real decision-making, not trend-chasing.
