How I work with schools.

The question is practical: which uses of AI actually save time and improve practice, and which ones quietly make things worse? My work here focuses on the workflows themselves — what a good marking loop looks like with AI in it, what teachers should and shouldn't delegate, how to keep professional judgement intact while taking advantage of what AI can genuinely do.

Ways I work with schools on this

• Staff CPD and INSET sessions

  90-minute to half-day sessions for teaching staff. Practical, hands-on, subject-aware.

  Engagement based.

• Departmental workshops

  Deeper work with a single department on subject-specific AI use.

  Engagement based.

• Strategic advisory retainer

  Ongoing access for SLT and curriculum leaders thinking this question through.

  Engagement based.

The use-case approach — pick five tools, score them on a 2x2, deliver — is tractable but hits a ceiling. Per-task gains of 10–20% don't compound into function-level transformation because the function around them stays the same shape. The bigger prize is rethinking whole functions — admissions, finance, communications — from the assumption that AI agents handle most routine cognitive work. That's a three-to-five-year programme, not a twelve-month project. My work in this pillar covers both ends: practical wins now, and the strategic question of where the school's operating model needs to go.

Ways I work with schools on this

• AI Readiness Audit

  Fixed-price half-term engagement producing a written report. Where you are, where the highest-value moves are, what to do first.

  From £4,000.

• AI Policy and Governance Framework

  Template-based, adapted to the school's context, signed off by SLT or trustees.

  Engagement based.

• Vendor Evaluation Framework

  For schools and MATs choosing between AI tools.

  Engagement based.

• Strategic Advisory Retainer

  Ongoing access for SLT and MAT central teams.

  Engagement based.

This is a slower question and a more important one. What does it mean to assess understanding when students have AI in their pocket? What does an AI-literate Year 13 leaver actually look like? Which parts of the curriculum need to change, which need to be defended, and which need to be reinvented? My work here is about helping schools think through these questions properly rather than reactively.

Ways I work with schools on this

• Staff CPD and INSET

  Sessions for departments and curriculum leads on the questions specific to their subject.

  Engagement based.

• Strategic advisory retainer

  Ongoing thinking partnership on curriculum and assessment strategy.

  Engagement based.

• Bespoke projects

  Curriculum review, assessment policy, student AI literacy strategy.

  Engagement based.