According to the National Education Union’s recent report on AI in Education, a striking 76% of teachers are already using AI, up from 53% last year. The question is no longer whether AI is being used, but whether it is being used well. The picture, however, is uneven. Around 49% of schools do not yet have an AI policy in place, let alone a clearly defined role responsible for overseeing its use. For school leaders, that raises a pressing concern. If AI is already embedded in day-to-day practice, who is ensuring it is being used safely, consistently and in line with school priorities? For a growing number of schools, the answer is to build this capability from within by enrolling staff on the AI Practitioner for Schools Apprenticeship. If you wouldn’t post it, don’t enter it into AI The appeal of AI is clear. It can reduce workload, streamline processes and support decision making. But alongside these benefits come risks that are often less visible. The National Cyber Security Alliance highlights the potential exposure of sensitive and confidential data as a key concern. In schools, where safeguarding, GDPR compliance and data protection are critical, that risk carries significant weight. Many AI tools offer limited transparency around how data is stored, processed or reused. As a result, staff may unknowingly input sensitive pupil or school information into systems that fall outside the school’s control. A simple rule of thumb is increasingly relevant. If you would not post it publicly, do not input it into AI. Without clear guidance, AI use can quickly become fragmented and inconsistent. What begins as a helpful tool can introduce new risks if it is not properly understood or managed. From experimentation to strategy What is emerging in many schools is not a lack of enthusiasm, but a lack of structure. AI is being used, often creatively and with good intent, but without a shared framework or clear accountability. This is where the idea of a dedicated AI practitioner is gaining traction. Someone who understands both the technology and the school context, and can bring coherence to how AI is introduced, evaluated and scaled. Rather than restricting innovation, this kind of role enables it. It allows schools to move from informal experimentation to a more deliberate and strategic approach. Building capability from within One route schools are beginning to explore is developing this expertise internally. Best Practice Network, one of the UK’s leading education apprenticeship providers, has introduced an AI Practitioner for Schools Apprenticeship designed with this in mind. The programme prepares individuals to take on a defined role as an in-house AI lead. It focuses on the practical application of AI, automation and data within a school setting, with an emphasis on safe and effective implementation. Over 14 months, participants develop the skills to improve data quality, enhance reporting and reduce administrative workload through automation. Crucially, the focus is not on abstract theory, but on applying these tools within the realities of a working school. A central element of the programme is a workplace project, beginning in month six. Participants identify a process within their organisation where AI or automation could make a measurable difference. They then design and test a solution in their own setting. This might involve automating a manual task, improving a reporting system or streamlining communication and data flows. This approach means that schools begin to see tangible benefits during the programme, not just at the end of it. Will AI replace people in schools? Concerns about AI replacing roles are understandable, particularly in a sector built on human relationships. But many working in this space suggest the opposite is more likely. Data engineer Anthony Magee argues that the real shift is not about replacement, but about control. There’s a lot to be scared about, as a school leader, losing control of systems and processes, but that isn’t what this is about. It’s completely the opposite…it is about making safe decisions…and embedding a role with capabilities into your organisation. In practice, having someone in house who understands both the tools and the context helps ensure AI is used sensibly and in line with school priorities. It can reduce repetitive administrative work and improve accuracy, freeing up time for staff to focus on teaching, supporting pupils and leading the school effectively. What is Ofsted’s view? Regulation is also beginning to catch up with reality. In June 2025, Ofsted published guidance on how inspectors consider AI, with a further update in October 2025. AI is not inspected as a standalone area and schools are not required to use it. However, inspectors will consider how it is used and the impact it has on pupils, staff and leaders within the existing framework. The emphasis is on decision making. Leaders should be able to explain how AI is used, how risks are managed and how it supports outcomes, safeguarding and data protection. Ofsted also notes: Inspectors may look at the school’s or provider’s policy on pupils’ use of AI in lessons, or at home. And more directly: Safeguarding: AI can pose new and unique safeguarding risks. For schools without clear policies or defined ownership of AI, this presents a growing challenge. A role whose time has come With AI already widely embedded in classrooms and school systems, the issue is no longer adoption but oversight. Moving from ad hoc use to a structured approach requires both capability and leadership. For many schools, that may mean establishing a role dedicated to understanding, managing and developing the use of AI. Programmes such as the AI Practitioner for Schools Apprenticeship offer one way to build that capability from within, equipping staff to lead this work with confidence. With funding available through the Apprenticeship Levy, it also presents a practical route for schools looking to respond to a rapidly changing landscape without adding additional cost. As AI continues to evolve, the schools that benefit most are likely to be those that approach it with clarity, caution and a clear sense of ownership. Register your interest today Best Practice Network’s first cohort begins this month, with a strong surge in demand from teachers eager to learn how to use AI effectively. Due to this high level of interest, an additional cohort has been added for May. Register your interest in the AI Practitioner for Schools Apprenticeship on the Best Practice Network website.