A practical, no-jargon guide to how AI can help schools reduce workload and improve inclusion with strong leadership in place.
There’s a lot of noise about AI in education right now. Some of it’s overexcited, some of it’s cynical… But most of it doesn’t speak to the real concerns of school leaders juggling inspections, inclusion, and stretched teams.
So let’s cut through it. This isn’t a visionary manifesto or a list of apps to try. It’s a grounded overview of what AI can and can’t do in schools and how it might help you reduce admin, sharpen your focus, and support the people who need it most.
No hype. Just the practical insight school leaders need to stay confident and in control.
AI is a workload tool, not a workforce replacement
The right AI doesn’t replace what matters. It removes the repetitive, time-consuming tasks that drain time from strategic leadership and meaningful work with pupils and staff. This isn’t about shortcuts, it’s about headspace. Practical examples of this include:
Automated report writing support
Imagine a Year 6 teacher who has 30 student reports to write. Instead of starting each one from scratch, they input a few bullet points for each child – progress, effort, areas for growth. AI turns that into a clear, well-structured first draft. The teacher tweaks and personalises as needed – keeping their voice, but saving hours of admin.
Initial drafts for policies or communications
A Head of Department needs to draft a new policy on homework or a letter to parents about an upcoming trip. Rather than writing from a blank page, they prompt AI with key points, values, and tone. The AI provides a first draft that’s 70% there – ready for the HoD to then edit, add nuance, and ensure it aligns perfectly with school values.
Meeting agenda & minute generation
For routine staff meetings or departmental catch-ups, an AI tool could take your objectives and generate an agenda in seconds. After the meeting, it helps summarise key actions so leaders can focus on follow-up, not formatting.
Inclusion must guide how AI is used
Our commitment to inclusion is non-negotiable. That’s why any use of AI in school should actively reduce barriers and widen access, not create new gaps. Practical examples of this include:
Differentiated learning materials for SEND/EAL
Picture a Year 4 teacher who has pupils with dyslexia, EAL learners, and a wide range of reading levels. When introducing a new science topic like “The Water Cycle,” the teacher can use an AI tool to simplify a complex text, adjust vocabulary, and suggest diagrams. This ensures every child can access the content in a way that suits their needs.
Personalised practice questions
During a maths lesson on fractions, a teacher can ask AI to create a bank of practice questions at different levels, from basic recognition to complex word problems. It means the teacher can spend time responding to pupil needs, not writing out differentiated worksheets.
AI-Powered accessibility features
With the right tools in place, accessibility can become part of the system, not an add-on. Text-to-speech, colour overlays, or instant translation for school comms can be built in from the start.
Purpose before platform
This is about our strategic lens. We don’t adopt technology for its own sake. We adopt it because it directly addresses a problem or improves an outcome for children or staff. Practical examples of this include:
Solving a workload problem
A deputy head notices teachers are spending hours marking low-stakes quizzes. Instead of jumping to a new assessment system, they pilot an AI tool that can auto-mark multiple-choice and short-answer questions. Teachers get results faster, pupils get quicker feedback and planning time is protected.
Improving parental communication
If the school wants to improve engagement with parents from diverse linguistic backgrounds, they wouldn’t just buy “an AI translator.” They’d seek out an AI-enabled communication platform that can reliably translate routine messages and announcements into multiple languages, ensuring clarity and inclusion for all families.
Targeting early intervention
If leaders notice a trend of declining attendance or engagement in a particular year group, they might explore an AI analytics tool that can identify patterns in student data earlier, allowing for more proactive, early intervention.
What needs to be in place for AI to work well
Now we’ve looked at some practical ways AI can support teaching, leadership, and inclusion, let’s be realistic about what needs to be in place for it to work well.
AI doesn’t work in isolation. It relies on strong digital foundations, clear boundaries, and staff who feel confident using it. If MIS data is patchy, if expectations aren’t agreed, or if staff are unsure about what’s safe – the tool won’t help. That’s not a tech issue. It’s a leadership one.
1. Start with clean, consistent data
AI can help surface trends or generate reports but only if the underlying data is accurate. If behaviour logs, attendance codes or assessment entries are inconsistent, any insight you get will be unreliable. Before you automate anything, make sure the basics are solid.
2. Set clear ethical boundaries
AI use needs clear expectations. What’s allowed? What must be reviewed by a human? What should never be shared with a tool? A simple, transparent policy – shared with staff, parents, and pupils – goes a long way to building trust.
3. Build staff confidence through real-world CPD
Most staff don’t need complex training. They need safe ways to try AI in the context of their own work. Think short, practical sessions: drafting a report comment, adapting a text for a pupil with SEND, translating a letter home. The goal isn’t to make staff reliant on AI, it’s to help them feel in control of it.
People first, always
AI isn’t here to replace judgement, connection, or care. It’s here to support the work you’re already doing – with less admin, more clarity, and stronger inclusion.
You don’t need to become an expert. You just need to ask good questions, test small changes, and stay rooted in purpose.
Because when school leaders use AI intentionally – to give time back to people and protect what matters – that’s not innovation for innovation’s sake. That’s just smart, ethical leadership.
