Statutory	No
Website	No
Last Review	July 2026
Next Review	July 2027
Reviewer	Dr Phil Sleat
Governor Committee	Resources
File Reference	Use of AI Policy 2026 v4

Section 1: Introduction 

Swanmore is committed to leveraging the benefits of AI and data technologies to enhance teaching and learning while upholding our ethical responsibilities. We believe in the potential of these technologies to support personalised learning, improve educational outcomes, and streamline administrative processes. However, we also recognise the importance of using these technologies in a manner that respects privacy, promotes fairness, and prevents discrimination. This policy provides the framework for achieving these goals. 

Swanmore pupils at Key Stage 4 will be asked to sign a ‘Pupil Agreement’ that lays out how pupils should be using AI. This agreement is provided at the back of this policy.  We will communicate the content of the ‘pupil contract’ with parents/carers prior to asking pupils to agree to it.

All Swanmore pupils will have time through the PSHE programme and Key Stage 3 ICT curriculum to understand the role of AI and its appropriate use.

1.1 Purpose of the Policy 

The purpose of this Policy for Artificial Intelligence (AI) in Swanmore is to ensure the ethical, safe, and effective use of AI and data technologies in our educational environment. This policy aims to provide clear guidelines for all users—pupils, teachers, leaders, governors and administrators—on the appropriate use of AI in our college. 

1.2 Scope of the Policy 

This policy applies to all AI technologies used in our college, whether they are used for teaching, learning, administration, or other college-related activities. This includes, but is not limited to, AI systems used for assessing work, personalised learning platforms, data analysis tools, and any other AI or data technologies implemented in our college. 

This policy should be read in conjunction with the following additional policies:

• Data Protection and GDPR
• Child Protection Policy (Annex 7 – Online safety)
• Behaviour Policy

Section 2: Definitions 

To ensure a clear understanding of this policy, we provide definitions for key terms related to 

AI and data use in education. These definitions are based on the "Ethical Guidelines on the Use of Artificial Intelligence (AI) and Data in Teaching and Learning for Educators" document published by the European Commission in September 2022. 

2.1 Artificial Intelligence (AI): AI refers to systems that display intelligent behaviour by analysing their environment and taking actions to achieve specific goals. In the context of education, AI can be used in various ways, such as assessing progress, personalising learning, and analysing educational data. 

2.2 Data: In the context of this policy, data refers to information collected about pupils' learning and behaviour in the educational environment. This can include grades, attendance, online activity, and other relevant information. 

2.3 Ethical Use: Ethical use refers to the use of AI and data in a manner that respects individual rights, promotes fairness, and prevents discrimination. It also involves using these technologies in a way that is transparent, accountable, and respects privacy. 

2.4 Privacy and Data Governance: This refers to the practices and procedures in place to protect the privacy of individuals and ensure the secure and ethical handling of data. 

2.5 Technical Robustness and Safety: This refers to the reliability and safety of AI systems. It involves ensuring that these systems function correctly, are secure from cyber threats, and do not cause harm to users or the educational environment. 

2.6 Human Agency and Oversight: This refers to the need for human involvement in the use of AI systems. It involves ensuring that decisions made by AI systems can be understood and overseen by humans, and that there are mechanisms in place for human intervention when necessary. 

2.7 Societal and Environmental Wellbeing: This refers to the impact of AI and data use on society and the environment. It involves considering the broader implications of these technologies, including their potential effects on social interactions, wellbeing, and the environment. 

2.8 Generative AI: This refers to technology that can create new content (text, images, audio, videos) given a list of requirements for the content usually expressed in natural language. This technology is sometimes referred to as a Large Language Model (LLM). ChatGPT is an example of a LLM.

Section 3: Ethical Use of AI and Data 

3.1 Commitment to Ethical Use 

Swanmore College is committed to the ethical use of AI and data in all aspects of our educational environment. We believe that these technologies can greatly enhance teaching and learning, but they must be used in a manner that respects individual rights, promotes fairness, and prevents discrimination. 

3.2 Ethical Considerations 

When using AI and data technologies, with the agreement of staff, we consider the following ethical principles: 

• Respect for individual rights: We respect the rights of all individuals in our college community. This includes the right to privacy, the right to non-discrimination, and the right to an education that respects their individual needs and abilities. 
• Fairness: We strive to use AI and data technologies in a manner that is fair and does not lead to discrimination or unfair outcomes. This includes ensuring that these technologies do not reinforce existing biases or create new ones. 
• Transparency: We believe in the importance of transparency in the use of AI and data technologies. This includes being open about how these technologies are used, how decisions are made, and how data is collected and used. 

3.3 Key Requirements for Trustworthy AI 

In line with the "Ethical Guidelines on the Use of Artificial Intelligence (AI) and Data in Teaching and Learning for Educators" document

(https://op.europa.eu/en/publication-detail/-/publication/d81a0d54-5348-11ed-92ed-01aa75ed71a1/language-en), we adhere to the following key requirements for trustworthy AI:    

• Human agency and oversight: We ensure that there is always a human in the loop when using AI systems, and that these systems are used to support, not replace, human decision making. 
• Technical robustness and safety: We use AI systems that are reliable, secure, and safe to use. 
• Privacy and data governance: We have strong data governance practices in place to protect the privacy of our pupils and staff.  Staff need to be aware that many generative AI platforms (e.g. ChatGPT) will process data outside of the EU and that data used by these systems may be shared with a wider community. Staff will need to understand the GDPR issues inherent in using such systems.
• Transparency: We are transparent about our use of AI and data technologies, and we provide clear explanations about how these technologies work and how decisions are made. 
• Diversity, non-discrimination, and fairness: We use AI and data technologies in a manner that respects diversity, prevents discrimination, and promotes fairness. 
• Societal and environmental wellbeing: We consider the broader societal and environmental implications of our use of AI and data technologies. 

Section 4: AI Use in Education 

4.1 Explanation of AI Use in the College Setting 

AI, particularly generative AI, may be used in various ways in Swanmore to support teaching, learning, and administrative processes.

For instance, teachers can use generative AI technology such as Google’s Gemini to create lesson plans, questions on a topic and images for pupils to discuss and describe. The technology  has advanced to the point where it can read and ‘understand’ pupils handwriting and mark work according to a given mark scheme.

Many schools process substantial amounts of educational data including personal information about pupils, parents, staff, management, and suppliers. This data is used for various purposes such as resource and course planning, understanding behaviour patterns and identifying pupils and strategies for intervention.  AI may be used to support the analysis of this data provided all privacy laws are respected. In Swanmore, AI technologies can be used alongside PowerBI to investigate educational data.

4.2 Examples of AI and Data Use in Education 

Here are some examples of how AI and data technologies could be used in our college: 

Intelligent Tutoring Systems: These systems provide individualised instruction or feedback to pupils without requiring intervention from the teacher. They follow a step-by-step sequence of tasks.  We will investigate and use generative AI within our R&R environment to support the education of pupils that are following alternative timetables.

• Dialogue-based Tutoring Systems: These systems also follow a step-by-step sequence of tasks but through conversation in natural language. More advanced systems can automatically adapt to the level of engagement to keep the learner motivated and on task. 
• Language Learning Applications: AI-based learning apps are used in formal and non-formal education contexts. They support learning by providing access to language courses, dictionaries, and provide real-time automated feedback on pronunciation, comprehension, and fluency. 

These systems must provide a safeguarding layer to prevent the user having an unstructured, and non-educational focussed conversation with the AI.

• Managing pupil intervention. AI can be used alongside tools such as PowerBI to identify pupils in need of support. The technology can then prompt with potential intervention strategies to help these pupils close any educational gaps.  
• Using Chatbots for Administrative Tasks: A chatbot virtual assistant on the college's website guides learners and parents through administrative tasks such as enrolment into the college, paying course fees, or logging technical support issues.  These technologies are now being developed and used in local colleges, for example the ‘Barton Buddy’ at Barton Peverill.

As the technology, and our understanding of it, evolves we will refine the list of use-cases for AI. Each use case will be documented to understand the impacts and risks of using AI. The following use-cases are being explored at Swanmore for this release of the policy:

1. Use of Gemini in supporting the work of our R&R Inclusion unit. At present, pupils complete work in R&R. This work is completed independently or with the tutors present in the room. The tutors are not subject specialists. We will explore how generative AI (Gemini) can be used to provide timely feedback on pupils work. The technology will also be used to support the generation of additional work for pupils.
2. Use of Google NotebookLM to support the production of revision resources for Year 9 upwards (the lower age limit for NotebookLM is now 13). We have trialled the use of this tool in History with a view to understanding how the pupils benefit from the FAQs, Study Guides and podcasts that it creates from source material. Should the benefit be positive we will roll out to other subject areas.
3. Use of Large Language Models (LLMs) to support the production of teaching resources. Through the Research Lead Team program we have now trained staff in the use of LLMs and other AI tools. Further training will take place through the year. Teacher questionnaires will be used to assess the benefits inherent in these tools.
4. Use of LLMs to analyse raw data captured during lesson observations and from this create structured feedback emails giving ideas and resources for teachers to improve their teaching practice.

Section 5: User Responsibilities 

5.1 Ethical and Responsible Use of AI and Data Technologies 

All users of AI and data technologies in Swanmore, including pupils, teachers, administrators, are expected to use these technologies in a responsible and ethical manner. This includes respecting the rights of others, including their privacy and intellectual property rights, avoiding any actions that could lead to discrimination or unfair outcomes, and adhering to all relevant laws, regulations, and college policies. Users must ensure that their use of AI and data technologies does not lead to discrimination or unfair outcomes. This includes being aware of any potential biases in these technologies and taking steps to mitigate them. 

As at this release of the policy, we do not recommend any use of the Grok AI tool from X. This has been subject to criticism in the press and has outstanding questions about the validity and bias of its training data. To enforce this, grok.com is a banned website from the schools PCs and chromebooks.

5.2 Monitoring and Data Use Responsibilities 

Users are responsible for monitoring the results produced by AI systems. This includes regularly reviewing these results to ensure they are accurate and fair, and reporting any concerns or issues to the appropriate person or department. When using AI technologies, users are expected to adhere to the college's data use policies and guidelines, ensuring the privacy and security of data at all times. 

Swanmore College reserves the right to use AI monitoring and detection systems to identify any pupil work that might have used AI. This is the case for when a pupil has been given permission to use AI and when it has been prohibited.

Swanmore will regularly sample Key Stage 4 NEA work to consider whether AI has been used without permission and/or acknowledgement. Monitoring will use the ZeroGPT tool as recommended by the DfE.

Section 6: Privacy and Data Governance 

6.1 Commitment to Privacy and Data Governance 

Swanmore College is committed to protecting the privacy of our pupils, staff, and community. We understand the importance of data governance in ensuring the ethical use of AI and data technologies. We adhere to all relevant laws and regulations regarding data protection and privacy, including the General Data Protection Regulation (GDPR). 

6.2 Data Collection, Storage, and Use 

We collect, store, and use data in a manner that respects individual privacy and is necessary for our educational purposes. This includes:   

• Ensuring that sensitive data is kept anonymous and access to the data is limited only to those who need it. 
• Protecting and storing learner data in a secure location and using it only for the purposes for which the data was collected. 

Having mechanisms in place to allow teachers and college leaders to flag issues related to privacy or data protection. 

• Informing learners and teachers about what happens with their data, how it is used, and for what purposes. 
• Providing the possibility to customise privacy and data settings. 

6.3 Data Protection 

We have implemented measures to protect data from unauthorised access, use, disclosure, alteration, or destruction. This includes technical measures such as encryption and access controls, as well as organisational measures such as staff training and policies. 

6.4 Data Access and Control 

We respect the rights of individuals to access and control their data. This includes the right to access their data, the right to correct inaccurate data, the right to object to the processing of their data, and the right to have their data deleted in certain circumstances. 

6.4 Data Sharing 

We only share data with third parties when necessary for our educational purposes and in compliance with all relevant laws and regulations. We ensure that any third parties with whom we share data respect the privacy of our pupils, staff, and community and have appropriate measures in place to protect the data. 

6.5 Implications for the use of AI

No ‘personal data’ should be uploaded to any AI platform.

There are occasions when we would need to upload some data about our pupils or indeed upload pupils work. Until the privacy issues have been fully understood all data and pupil work should be anonymised prior to uploading to an AI platform.

Many LLMs use data from users to further refine and train the tools. The default behaviour of ChatGPT is to take user submitted data and queries as part of its learning process to improve the ‘model’ for all users. Our recommendation is that Swanmore users turn off this facility (this can be found in ChatGPT user settings) so that ChatGPT is not learning from our use of the tool.

Section 7: Technical Robustness and Safety 

7.1 Commitment to Technical Robustness and Safety 

Our college is committed to using AI and data technologies that are technically robust and safe. We understand that the reliability and safety of these technologies are crucial for their effective and ethical use in our educational environment. 

7.2 Ensuring Technical Robustness and Safety 

We will put in place several measures to ensure the technical robustness and safety of the AI systems we use:   

• Security Measures: We will ensure sufficient security in place to protect against data breaches. This includes both physical and digital security measures to protect data from unauthorised access, use, disclosure, alteration, or destruction. 
• Monitoring and Testing: We will monitor and test if the AI system is meeting the goals, purposes, and intended applications. This includes regular reviews of the performance and outcomes of AI systems, as well as audits of data collection, use, and protection practices. 
• Oversight Mechanisms: We will have appropriate oversight mechanisms in place for data collection, storage, processing, minimisation, and use. This includes having procedures in place to respond to any technical issues or incidents in a timely and effective manner. 
• Information Availability: We will make information available to assure pupils and parents of the system’s technical robustness and safety. This includes being transparent about how these technologies are used, how decisions are made, and how data is collected and used. 

Section 8: Human Agency and Oversight 

8.1 Importance of Human Agency and Oversight in AI Use 

Swanmore recognises the importance of human agency and oversight in the use of AI. We believe that AI should be used to support, not replace, human decision-making. We also believe that individuals should be able to understand and control how AI and data technologies affect them. 

8.2 Maintaining Human Agency and Oversight in AI Use 

We maintain human agency and oversight in the use of AI through the following guidelines:    

• Human-in-the-loop: We ensure that there is always a human in the loop when using AI systems. This means that decisions made by AI systems are always subject to human review and intervention. 
• Transparency: We are transparent about how AI and data technologies are used in our college. We provide clear explanations about how these technologies work, how decisions are made, and how data is collected and used. 
• Training and Support: We provide training and support to all users of AI and data technologies in our college. This includes training on how to use these technologies ethically and responsibly, how to understand their outcomes, and how to respond to any issues or concerns. 
• Monitoring and Oversight: We have procedures in place for the ongoing monitoring of AI and data use in our college. This includes regular reviews of the performance and outcomes of AI systems, as well as audits of data collection, use, and protection practices. 

Section 9: Societal and Environmental Wellbeing 

9.1 Commitment to Promoting Societal and Environmental Wellbeing 

Swanmore College is committed to using AI and data technologies in a way that promotes societal and environmental wellbeing. We understand that these technologies have the potential to impact not only our college community but also the broader society and environment. 

9.2 Promoting Societal Wellbeing 

We strive to use AI and data technologies in a way that benefits society. This includes: 

Ensuring that the use of these technologies does not harm individuals or society. 

• Considering the social and emotional wellbeing of learners and teachers in the use of these technologies. 
• Involving pupils and their parents in decisions about the use of these technologies. 
• Using data to support teachers and college leaders in evaluating student wellbeing and monitoring this use. 

9.3 Promoting Environmental Wellbeing 

We are mindful of the environmental impact of AI and data technologies. We strive to use these technologies in a way that is sustainable and environmentally friendly. This includes considering the energy use of these technologies and seeking ways to minimise their environmental footprint. 

Section 10: Violations 

10.1: Violations of the Policy 

Violations of this Agreement will not be tolerated. Serious violations of this policy that involve unlawful activity, such as theft of proprietary information or misuse of personal data, will be reported to the appropriate authorities. Any violation of this agreement may also result in consequences as set out in other College policies (e.g. the disciplinary policy)

Section 11: Agreement Review and Updates 

11.1 Review and Updates 

The field of AI is changing rapidly and this policy has been introduced at the start of our journey in the use of AI to support the education of Swanmore pupils. With this in mind, this policy will be reviewed at least every six months until the technology, and our use of it has stabilised, or as often as necessary to address changes in laws or practices related to AI and data use. Updates will be communicated to all users in a timely manner and if necessary, a new pupil agreement will be issued.