This week, Ofsted published updated guidance on how it approaches the use of Artificial Intelligence in education and care settings.
If you’re a leader in Further Education or Skills, and AI still feels more like “future problem” than “current concern,” now’s the time to take a breath and get on the front foot.
The good news? Ofsted’s position is balanced, sensible, and rooted in the same things they’ve always cared about: intent, impact, safety, and integrity.
Here’s a quick summary—plus a few easy things your organisation can do this term to stay ahead.
Ofsted isn’t “inspecting AI use” directly. But they will take AI into account if:
It affects the quality of education or care
It’s used in ways that risk learner safety, wellbeing or data security
It undermines assessment integrity
Or if it’s used ineffectively or without oversight
In other words, AI isn’t the issue. But how you use it (or let others use it) absolutely matters.
They’re approaching it like any other tool:
Leadership matters – AI needs oversight, not blind adoption
Safeguarding still applies – any tech use must not increase risk to learners
Assessment integrity must be protected – especially with coursework and assignments
Curriculum intent is still key – AI should support, not replace, meaningful learning
If you want to feel confident answering the AI question during inspection—or just sleep better at night—here’s where to start:
Create a short internal document outlining:
Where AI is used (e.g. lesson planning, assessment support, chatbot queries)
Who is allowed to use it and for what purpose
Any tools/platforms that are banned or require permission
Tip: Keep it simple. This doesn’t need to be a policy (yet), but clarity is everything.
Book 30 minutes in your next CPD slot to ask:
How are people using AI now?
What worries do they have?
What do they need support with?
Leadership is about shaping the conversation, not waiting for it to happen without you.
Add a question to your next learner voice survey or tutorial session:
“Do you use AI tools (like ChatGPT) to help with your learning?”
Understanding how students actually use AI will help shape realistic guidance, not reactive rules.
Check whether any parts of your assessment approach could be undermined by generative AI. This is especially important for coursework-heavy qualifications.
Questions to ask:
Can the work be AI-generated without detection?
Are we over-relying on written outputs over observed or applied tasks?
Even if you’re just beginning, noting how you’re engaging with AI in your self-assessment or improvement planning shows that you’re not burying your head in the sand.
Add a sentence or two to reflect:
Current approach
Staff/student feedback
Next steps
This shows Ofsted that you’re thinking ahead, even if you’re not perfect.
Ofsted isn’t expecting your AI plan to be polished, or your policy to be flawless. But they do expect leadership, clarity and intentionality.
If your staff are using AI but you don’t know how - or if your learners are experimenting with it in ways that might affect assessment integrity - that’s where the risk lies.
Start the conversation. Write down what you know. Build from there.
If you’d like help shaping an AI readiness briefing, learner policy addendum, or CPD session for staff, give me a shout. Calm, clear support - no fear-mongering, just sensible steps forward.