Alex Dave, Safeguarding Lead at LGfL – The National Grid for Learning, shares practical tips for creating an AI policy that supports safeguarding and helps staff ensure AI is used responsibly across the school…
As AI becomes increasingly embedded in education, clear guidance helps schools ensure its use is safe, responsible, and effective. Although the Department for Education (DfE) does not require a standalone AI policy, schools can set out expectations for AI use through existing policies or a dedicated framework. This guidance enables staff to harness the opportunities AI presents while safeguarding pupils, protecting data, and maintaining professional standards.
Artificial intelligence is already present in many aspects of school life, from search engines and management information systems to classroom tools and communication platforms. Alongside this, generative AI (Gen-AI) is increasingly being used by pupils and staff, which can present safeguarding and data protection risks if not properly guided and managed.
Why an AI policy matters
Generative AI presents significant opportunities for schools. It can support accessibility, reduce workload, enhance teaching and learning, and help prepare pupils for a technology-rich future. These benefits are most effective when AI use is intentional, structured, and transparent.
Without agreed approaches, practice can become inconsistent. Staff may interpret AI use differently, pupils may become over-reliant on AI tools, and expectations around assessment, behaviour, and academic integrity can become unclear. This can lead to safeguarding, ethical, data protection, and academic integrity risks.
A clear and well-structured policy provides consistency, clarity, and confidence across the school community.
Scope and purpose
An AI policy should apply to everyone involved with the school, including staff, pupils, governors, trustees, and relevant third parties. It should address AI use in teaching and learning, administration, communication, and wider school operations.
The purpose of the policy should be clear:
• safeguard pupils and staff
• promote ethical and responsible use
• support learning, accessibility, and workload efficiency
• prepare pupils for an AI-enabled world
• promote transparency, accountability, and trust
• strengthen confidence in the safe use of emerging technologies across the school
Principles for safe and effective AI use
A strong AI policy is underpinned by clear principles that guide decision-making.
Safeguarding remains central. Where AI is used to support or inform decisions affecting pupils or families, transparency and meaningful human oversight are essential.
Data protection is critical. Personal or sensitive information must not be entered into generative AI systems without appropriate safeguards and a lawful basis, and a Data Protection Impact Assessment (DPIA) should be completed for each tool that is permitted for use in school.
Critical thinking must underpin all use. AI-generated content may be inaccurate, incomplete, or biased and must always be checked. Human judgement remains essential.
Schools should also consider equality, inclusion, and accessibility when selecting and using AI tools, ensuring no learner is disadvantaged.
Establishing a school approach to AI
An AI policy should set out how AI is used within the school context, and for what purposes as linked to pedagogy and the school development plan priorities. This may include approved use cases, access arrangements, expectations for different user groups, and guidance for safe and responsible use.
Stakeholder engagement is important. Staff, pupils, and parents may have different levels of understanding and confidence around AI. Involving them helps build clarity, trust, and shared expectations.
AI use should be considered alongside existing school policies, including:
• safeguarding and child protection
• data protection and privacy
• behaviour and acceptable use
• assessment and examinations
• staff conduct
• complaints procedures
Accountability and responsibilities
Clear accountability supports safe and consistent implementation.
Governors and trustees provide strategic oversight and assurance.
Senior leaders set direction, approve tools, and ensure consistent implementation.
The Designated Safeguarding Lead oversees safeguarding risks linked to AI use.
The Data Protection Officer advises on compliance and DPIAs.
Technical staff manage filtering, monitoring, and system security.
All staff are responsible for:
• using only school-approved AI tools
• protecting personal and sensitive data
• checking AI outputs for accuracy and bias
• modelling safe practice
• reporting concerns
Approval and management of AI tools
A formal approval process helps ensure AI tools are introduced safely.
Only approved generative AI tools should be used for school purposes, and new tools should be assessed before adoption.
The DfE’s Generative AI product safety expectations provide a useful framework for evaluation. Key considerations include:
• data protection
• in-tool filtering and monitoring
• emotional dependency risks
• cognitive offloading
• mental health considerations
Approved tools should be reviewed regularly to reflect the rapid pace of change in AI.
Schools may also maintain a register of approved tools to ensure clarity for staff, supply staff, and visitors.
Filtering, monitoring, and incident management
Filtering and monitoring remain key safeguarding controls.
Schools should ensure filtering is regularly reviewed and that access to generative AI tools is appropriately managed. Monitoring data can also support safeguarding, training, and curriculum development.
Clear reporting routes should be in place for:
• safeguarding concerns involving AI
• misuse of AI tools
• data protection incidents
Clear escalation and recording procedures help ensure issues are identified and addressed quickly.
AI in teaching and learning
Clear expectations support consistent and responsible use of AI.
For pupils:
• when AI use is permitted
• how AI use should be acknowledged
• expectations for independent work
• limits on over-reliance
For staff:
• appropriate use in planning and resource creation
• boundaries around assessment and feedback
• intellectual property considerations
• responsibility for checking outputs
Developing AI literacy helps pupils understand how to use AI safely, critically, and ethically.
Staff development and review
Ongoing professional development supports safe and effective AI use across the school.
Examples include:
• training on AI tools and educational applications
• awareness of bias, data protection, and ethical risks
• support in evaluating AI outputs critically
• practical classroom guidance
The policy and associated training should be reviewed regularly to reflect changes in technology, legislation, and safeguarding practice.
Conclusion
AI is playing an increasingly important role in education. A clear policy provides consistency, strengthens safeguarding, and helps schools make the most of AI while managing associated risks.
A strong AI policy is not only about managing risk, but about enabling safe, confident, and effective use of AI across the school community.
LGfL AI policy toolkit
Edtech charity LGfL’s AI Policy Toolkit supports schools in developing a safeguarding-led approach to AI, outlining key risks and how to align AI with existing expectations.
It is designed to be flexible rather than prescriptive, allowing schools to adapt it to their context.
Explore the toolkit and access self-service training here: https://genai.lgfl.net
Photo by Mikhail Seleznev on Unsplash
