AI in education is here. Not as a replacement. Not as a shiny fix-all. But as a tool. And just like any tool, it can be helpful or harmful depending on how we use it.
Following Ofsted’s recent publication on how they view AI during inspection, many providers are rightly asking: how do we use it responsibly - especially when budgets are tight?
So here’s a simple, calm guide to getting started with AI in your FE setting - without needing a strategy consultant or a six-figure budget.
You don’t need a full-blown policy to start exploring AI—you just need some curiosity and a clear head.
If you’re brand new to it, try:
ChatGPT (free version) – Ask it to draft lesson starters, quiz questions, or reword difficult text.
Canva Magic Write – Built into Canva’s free accounts, this helps generate social posts, posters or handouts.
Copilot in Word or PowerPoint – Available if your staff already use Microsoft 365 (check the ribbon for AI suggestions).
These tools won’t do the job for you, but they’ll help speed up planning and content creation.
One of the most exciting features in ChatGPT (especially with the Pro account at £20/month) is the ability to create your own custom GPT, basically a chatbot trained on your materials and your tone.
Imagine this:
A GPT that gives feedback aligned to your marking framework
A GPT that understands your curriculum or feedback style
Sign in to chat.openai.com (Pro account required)
Click on "Explore GPTs"
Click "Create"
When prompted, explain what you want your GPT to do (e.g. "Give first-round feedback on assessments in line with our marking policy")
Upload documents like your Assessment Policy, Feedback Examples, Rubrics, etc.
Name your GPT something simple like: "[Your Org] Feedback Assistant"
Keep it private (internal use only) or share with learners via a link with a clear disclaimer
This can help give learners draft feedback before human marking - freeing up tutor time for more personalised responses.
AI isn’t a shortcut to quality, and it shouldn’t replace meaningful interaction. But it can take pressure off common questions and admin.
A student-facing GPT to answer FAQs ("How do I upload to Moodle?" / "What’s a formative assessment?")
A study buddy GPT trained on your subject’s terminology and approach
A staff-facing GPT that helps rewrite lesson objectives, suggest plenary ideas or simplify resource text
Tip: Always add a clear message at the top saying: “This tool is AI-generated and does not replace tutor or staff support. Always check with your tutor if unsure.”
Ofsted aren’t inspecting your tech—they’re inspecting your leadership.
So create a 1-page internal note or AI log:
Why you’re exploring AI (e.g. to support learner feedback, reduce admin, increase accessibility)
Where it’s being used
How you’re reviewing risks (e.g. data, safeguarding, assessment integrity)
What guidance has been given to learners and staff
This shows you’re not experimenting blindly. You’re leading with intent.
Ask your students:
"Have you used AI to help with your course? How?"
You’ll likely find:
Some have tried ChatGPT for help with understanding assignments
Some are using it for grammar checks or rewording
Some are worried they’re "cheating"
Use this as a springboard for a short tutorial, policy add-on or digital skills lesson.
AI is already in your classroom, you’re just shining a light on it.
You don’t need to overhaul your systems. You don’t need to spend thousands. But you do need to start thinking - and talking, about AI.
The most effective providers will:
Embed AI into their CPD conversations
Align it with their feedback and curriculum strategy
And use it visibly but sensibly, with learners and staff
If you need help designing a first-step AI policy, running a team session, or building a learner-facing GPT safely and ethically, that’s what WorkplaceHero is here for.