“The Biggest Risk Is Doing Nothing”: What Ofsted’s AI Report Means for Schools

Last week, Ofsted released a timely report titled “The Biggest Risk Is Doing Nothing”, sharing insights from schools and colleges that have started using AI in their day-to-day work. The message is clear: AI is here, and leaders need to engage with it proactively to ensure it benefits staff and students alike.

The report explores how 21 early adopters – both schools and FE colleges – are using AI to support their work. What’s striking is the range of ways AI is already easing workload pressures. Teachers are using AI to plan lessons, create resources, communicate with parents, and even draft reports. Leaders spoke about how these tools are giving teachers precious time back to focus on what matters most: high-quality teaching and meaningful interactions with students.

However, this isn’t a call to adopt AI blindly. Ofsted’s findings show that successful schools are approaching AI strategically, led by people with the vision and capacity to make it work. Almost every early adopter in the study had an “AI champion” – someone who understands the technology, supports colleagues, and works with leadership to integrate AI safely and effectively. For schools thinking about where to begin, identifying and empowering such champions could be the first step.

Another important theme is that of governance and ethics. Leaders in these early-adopting schools are not ignoring AI’s risks. They’re actively thinking about bias in AI outputs, data security, intellectual property, and safeguarding. They’re making sure staff understand that AI-generated content must be checked critically, not used as an unquestioned authority. Ofsted highlights that while AI isn’t inspected in its own right, inspectors will consider its impact on teaching quality, curriculum, and student experience. This makes it vital for leaders to establish policies that ensure AI is used transparently and responsibly.

Interestingly, while teachers and leaders are feeling the workload benefits, robust evidence on AI’s direct impact on learning outcomes is still limited. Most insights are short-term, focusing on efficiency rather than attainment. This isn’t surprising, given how new generative AI is in education. It simply underlines the need for careful evaluation of any AI pilot or implementation. Schools should ask: How much time did this save? Did it improve staff wellbeing? How did it impact student engagement or understanding?

The report also raises questions of equity. There is a risk that AI could widen the digital divide if disadvantaged students lack access to devices or internet at home. Inclusive deployment of AI tools, alongside strategies to ensure all students benefit, should be central to any plan.

One key takeaway from Ofsted’s report is the importance of staff training and confidence. Teachers need support to understand how AI works, how to use it safely, and when not to use it. Without this, any tool is unlikely to have a sustained positive impact. Early adopters are running training sessions and fostering a culture where staff can explore AI tools without fear of getting it wrong.

Finally, the title of the report captures its core message: “The biggest risk is doing nothing.” AI is advancing rapidly, and ignoring it won’t make it go away. Schools that approach AI thoughtfully – starting small, piloting with clear goals, evaluating impact, and scaling with care – are likely to see the greatest benefits for their staff and students.

For school leaders, this is an invitation to start the conversation with your team. Identify your AI champions, think strategically about where AI could save time or improve experiences, and create the right governance structures to use it responsibly. For teachers, it’s a reminder that AI is not here to replace your professional judgement, but it might just give you more time to focus on the aspects of teaching that only humans can do.