The current debate around devolution, technical education, accountability and funding points to a wider challenge for school trusts.

How do we build organisations that can continue to deliver purposeful outcomes when policy, structures and expectations continue to change?

Governments will change. Policy will change. Funding models will change.

The purpose of a school trust should not.

Our role is to create the conditions in which children, communities and the people who serve them can thrive.

That means the next phase of digital transformation cannot simply be about infrastructure, devices, systems or standalone AI tools. It has to be about the operating model.

From digital strategy to an AI-enabled operating model

Over the past decade, much of the digital transformation agenda has rightly focused on infrastructure, cloud platforms, cyber security, devices and data.

Those foundations remain essential.

The opportunity now is to think more fundamentally about how work gets done across a trust.

An AI-enabled trust should not be a traditional organisation with an AI product layered over the top.

It should be an organisation designed around better information flow, clearer decision making, reduced duplication and stronger organisational intelligence.

Finance, HR, education, estates, governance and IT should not operate as disconnected functions linked together by spreadsheets and meetings.

The goal should be a more connected operating model where leaders can access the information they need, routine work is simplified or automated, and people have more capacity to focus on the work that requires judgement, relationships and leadership.

The outcome is not fewer people.

It is better use of people’s time.

People

Technology should enable people.

Across school trusts, talented leaders and teams still spend too much time moving information between systems, reconciling spreadsheets, producing reports and completing repetitive administrative processes.

That is an operating model problem.

The starting point should be the work.

What decisions need to be made?

What information is required?

Which activities genuinely need professional judgement?

Which processes exist because systems do not connect effectively?

AI and automation should be used where they reduce friction and release capacity.

They should not replace the human contribution that matters most.

Judgement, creativity, empathy, relationships and leadership remain central to how successful trusts operate.

Place

Place matters.

A rural trust in Lincolnshire will operate in a very different context from a large urban trust in Greater Manchester.

A trust working across several local authorities may experience different approaches to SEND, funding, employer engagement, transport and public services.

That difference should be recognised.

It should not, however, lead to fragmentation.

Trusts should not have to choose between complete centralisation and complete localisation.

A mature operating model can establish common standards for data, identity, cyber security, platforms and governance while still allowing schools and communities to respond to their own context.

There is a simple principle here.

Standardise what should be common. Contextualise what should be different.

Technology can make that balance easier to achieve.

Partnership

The same applies beyond the boundaries of the trust.

If school trusts are expected to act as civic institutions, our operating models need to support genuine partnership.

Education does not sit separately from health, employment, housing, transport, universities, local authorities or employers.

This becomes particularly important when we consider young people who are not in education, employment or training.

Schools can provide excellent education and strong qualifications.

But education cannot create jobs.

If routes into employment are limited, or young people cannot access the opportunities available to them, schools cannot solve that challenge alone.

This is where partnership matters.

Trusts, colleges, universities, employers, local authorities and wider public services need better ways to share insight, understand need and coordinate action.

Technology should help make that easier.

It should support a shift from disconnected systems of record towards better connected systems of intelligence.

Local relevance without local limitation

There is an important distinction to make.

Local employer engagement matters, but vocational education cannot be shaped solely by immediate local labour market needs.

Young people need to be prepared for a much wider economy.

That means developing transferable knowledge and skills, digital capability, adaptability and the confidence to move between sectors, places and opportunities.

The jobs available locally today may not be the jobs available in ten years.

The same principle should apply to how trusts design their operating models.

They should respond to place without becoming constrained by place.

Purpose before politics

Education operates within a political environment.

Different governments will have different priorities, different policies and different views about how public services should work.

Trusts need to be capable of responding to that change without constantly redesigning the organisation around the latest policy announcement.

That requires organisational capability.

Strong governance.

Clear data.

Secure and interoperable systems.

Distributed leadership.

Trusted partnerships.

Responsible use of AI and automation.

These are not political positions.

They are the foundations of a resilient organisation.

A strong operating model should allow a trust to absorb change without destabilising the organisation responsible for delivering it.

The opportunity for school trusts

The future trust operating model should be more connected.

People connected to information.

Schools connected to communities.

Trusts connected to partners.

Leaders connected to the insight they need to make better decisions.

Technology should sit underneath that model, enabling it rather than defining it.

AI has a role to play, but it is not the strategy.

The strategy is to build organisations that are more connected, more responsive and better able to turn information into action.

Digital transformation should therefore be judged by more than whether systems have been modernised.

It should be judged by whether the organisation is better able to deliver purposeful outcomes through people, place and partnership, regardless of the politics of the day.

We can’t put the Genie back in the bottle…

Google DeepMind’s Project Genie (a research prototype), powered by the Genie 3 model, is more than an impressive technical demonstration. It exposes a deeper question about education. It’s current only available to Google Ultra users in the US however I’ve been thinking of the potential opportunities and some of the associated risks for such technologies.

Our school system was designed for a world where information was scarce. In many ways, we educated children and young people to memorise content, follow prescribed procedures, and produce standardised answers (a broad generalisation, I know, but bear with me). While this approach has clear strengths in promoting equity, consistency, and academic rigour, it’s worth asking: is it still fit for the future?

We now live in an age of information abundance. The cost of generating explanations, modelling systems and synthesising ideas has collapsed thus making knowledge and information more accessible than ever before. I’m not suggesting this is a good or bad thing but more an appreciation of the reality.

If AI reduces the cost of cognition, and education exists to build cognition, then we must rethink what building cognition actually means.

From Content to Systems

Project Genie allows users to create and explore interactive worlds. Instead of reading about a system, pupils can build and test one. Instead of describing cause and effect, they can experience it.

This moves learning from content recall to systems thinking.

Students could simulate:

• Climate feedback loops
• Urban planning trade-offs
• Economic policy decisions
• Historical turning points

They would not simply learn facts. They would reason within complexity.

Building Judgement and Agency

Genie also creates space for ethical and strategic decision making. Simulated environments could explore AI governance, public policy or resource allocation dilemmas. Pupils would need to decide, defend and reflect.

This develops judgement, not just knowledge.

It also supports human and AI collaboration. Students prompt, refine and challenge the model. They learn to supervise AI rather than outsource thinking to it. That distinction matters.

Implications for England

England is at a crossroads. We face curriculum reform, workforce disruption and growing pressure to embed AI literacy.

Project Genie as one use case example could offer an opportunity to:

• Shift towards studio-based, problem-led learning
• Develop systems literacy across subjects
• Embed ethics into mainstream education
• Assess reasoning rather than rote performance

The risk is that we treat it as just another digital add-on. The opportunity, however, is to reimagine learning around agency, responsibility, and deeper thinking. At the same time, there is a clear and fundamental need to prioritise AI safety and strong governance of emerging technologies, supported by appropriate regulation and safeguards. All of this must sit alongside the ever-present considerations of equity and access.

The Real Question

If digital systems are better at sharing information, then the purpose of schooling must evolve.

We should be building:

• Judgement
• Responsibility
• Social intelligence
• Ethical reasoning
• The ability to think within complex systems

Project Genie is powerful not because it entertains, but because it allows pupils to wrestle with complexity.

In 2026, I think that is the skill that will matter most…

NB://This article is exploratory and not a recommendation for specific technology adoption.

I walked into Google’s London office with a simple aim. Could we move the conversation on from tools to value. By the end of the morning it was clear that the answer is yes, but only if we are honest about where we are and deliberate about where we are going.

We started with a tour of what is now possible. Gemini continues to mature at pace, from image and video generation to deep research and code on canvas. New workflow features promise to stitch everyday tasks together. That was exciting, but the best moment came when we looked past the feature list and into the architecture and guardrails that make this safe for schools. Enterprise deployment, data residency, sandboxing and clear human approval points. That is where confidence grows.

The highlight for me was a practical AI agent story. A simple HR assistant that answers routine questions, checks policy and prepares actions has already given real hours back each week. Nothing flashy. Just a clear problem, a small pilot and a measurable outcome. It reminded me that transformation is rarely a single leap. It is a series of well chosen steps that build trust and capability.

Across the room we heard the same pressures. Funding in real terms, staffing churn and the paradox of doing more with less. The easy response is to chase the next shiny tool. The harder and better response is to design our digital estate with the same seriousness we give to our buildings. Name the architect. Decide what good looks like. Integrate systems. Improve data quality. Measure the experience of staff and pupils, not just the cost line.

We used a value compass to ground our choices. Yes, efficiency matters. So does risk reduction, staff and pupil experience and, for some, new revenue models. When leaders frame decisions through that lens, conversations move from technology to strategy, which is where they belong.

If there was a single word that captured the day it was intent. Hope is not passive. It is choosing the next right step and taking it together. Our next steps are clear. Define the data leadership approach. Audit the digital estate. Pilot one safe AI agent with human approval in the loop. Share what works so we all move faster. My thanks to our speakers and to everyone who gave their time and thinking. The energy in the room was real. Now we turn it into outcomes.

We were honoured to work alongside the brilliant Zaitoon Bukhari from ATC Trust to design and deliver this fantastic event.

Artificial Intelligence is no longer a futuristic concept it’s here, reshaping the way schools operate, teachers teach, and learners engage. Our recent AI in Education Conference in collaboration with ATC Trust brought together educators, leaders, and innovators from across the sector to explore how AI can be harnessed responsibly, creatively, and effectively in schools and trusts.

The response was overwhelmingly positive. Delegates left feeling inspired, informed, and empowered to take their next steps toward meaningful AI integration. Here’s what they had to say.

Relevance, Quality, and Organisation: Setting a New Standard

Across the board, delegates rated the conference as Excellent or Very Good in every category from the relevance of topics to the quality of speakers, networking opportunities, and overall organisation.

Attendees particularly valued the event’s balance between strategic vision and practical implementation. The sessions offered both high-level insight and hands-on guidance, equipping leaders to begin applying AI tools safely and effectively in their own contexts.

“The conference was excellent, informative, thought-provoking, and brilliantly organised. It gave us the confidence to move forward with AI in our schools.”

Learning, Sharing, and Taking Action

The conference provided a platform for collaboration and reflection. Delegates highlighted the panel discussions, workshops, and networking sessions as standout elements that encouraged sharing of ideas and strategies.

From ethical considerations to policy development, AI audits, and teacher training, participants left with a renewed sense of purpose and clarity about their next steps.

Many reported that they will now:

• Audit their school’s current AI use
• Develop or refine AI policies
• Appoint digital champions to lead AI initiatives
• Build staff confidence through targeted professional development

“It was so helpful to talk with colleagues about where we are now and where we want to be. The event gave us tools to create a clear strategy for AI in our trust.”

Themes That Resonated Most

While every session received positive feedback, several themes emerged as particularly impactful:

• Practical implementation of AI in the classroom
• Ethical and safeguarding considerations
• AI for administrative efficiency
• Personalised learning through AI
• Teacher training and professional development
• Policy and strategic planning for AI adoption

These themes highlight the education sector’s growing commitment to embedding AI not as a novelty, but as a sustainable, purposeful part of teaching and learning.

Inspiring Confidence and Collaboration

One of the strongest takeaways was the sense of collective optimism that filled the room. Delegates described the event as “a fear-free introduction to AI”; an opportunity to learn, question, and share ideas in a supportive environment.

“The conference created an open space to explore AI with confidence and curiosity. It’s helped us understand how to use AI safely and purposefully.”

By the close of the day, the message was clear: AI in education is not just about technology; it’s about people, pedagogy, and purposeful change.

Looking Ahead

Delegates also shared their hopes for future events, expressing interest in deeper dives into:

• Ethical leadership in AI
• Data protection and governance
• Real-world case studies of successful AI implementation
• Safeguarding and inclusivity in AI systems

The appetite for continued learning is strong, and it’s clear that educators are eager to shape the future of AI in education together.

Final Reflections

“The AI in Education Conference was an inspiring and empowering experience. The sessions were engaging, the discussions were rich, and the takeaways were immediately actionable. It was the perfect balance of strategy and practice a must-attend event for any school leader looking to embrace AI with confidence.”

As AI continues to evolve, so too does the educational landscape. Events like this one play a crucial role in helping schools and trusts navigate that journey; ensuring that innovation is always grounded in ethics, inclusion, and impact.

At TransforMATive, we believe that AI literacy isn’t a future aspiration, it’s a present necessity. As multi-academy trusts navigate the complexities of digital transformation, equipping staff and pupils with the skills to understand and engage with artificial intelligence is fast becoming essential. We support MATs to move beyond simply adopting AI tools, helping them embed AI literacy into their curriculum, CPD programmes, and strategic planning, ensuring their communities are confident, informed, and ready to lead in an AI-driven world.

Rethinking teaching and learning in the age of artificial intelligence

Artificial intelligence (AI) is no longer a distant concept, it’s already embedded in classrooms, shaping the curriculum, and redefining what it means to be digitally literate. But as AI capabilities continue to evolve, we must ask: are we equipping learners, and educators, not just to use AI, but to understand and critically engage with it?

A compelling new paper by Kong and colleagues sets out a clear case: AI literacy should be a fundamental component of contemporary education; not just for pupils, but for teachers, school leaders, and those shaping strategy across the system.

What Do We Mean by AI Literacy—And Why Is It So Important?

AI literacy goes far beyond knowing how to use tools like ChatGPT. It’s about developing a mindset. A blend of knowledge, skills, and ethical awareness that allows people to use AI responsibly, creatively, and with confidence.

According to Kong et al., AI literacy must sit alongside digital and media literacy in the curriculum. Not everyone needs to be a computer scientist, but every learner should be able to:

• Understand what AI is and where it shows up in everyday life
• Question its impact on fairness, bias, and inclusion
• Use AI tools to solve real-world problems and support innovation

A Force for Inclusion and Lifelong Learning

AI has the potential to personalise learning in powerful ways tailoring support, pace, and content to individual needs. But unless we teach AI literacy alongside this, we risk deepening existing inequalities.

Kong and colleagues advocate for equity-informed AI education ensuring all pupils have access to the knowledge and tools to thrive in an AI-driven world, not just the digitally advantaged.

Done well, this isn’t just about skills for today, it’s about preparing young people for a lifetime of learning and work in an AI-enhanced society.

What Can We Do in Schools and Trusts?

The message from Kong et al. is clear: AI is already reshaping the world around us. Education can either keep pace or risk being left behind. By prioritising AI literacy, we empower pupils to not only navigate an AI-rich world—but to shape it.

The question isn’t should we teach AI literacy? it’s how soon can we embed it meaningfully into teaching and learning?

https://doi.org/10.1080/14703297.2024.2332744

Certainly! Here’s a UK English closing paragraph with a professional and encouraging call to action:

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As the role of AI in education continues to grow, now is the time to ensure your trust is not just keeping up, but leading the way. Whether you’re looking to develop a trust-wide approach to AI literacy, up-skill your workforce, or embed AI into your strategic vision, TransforMATive is here to help. If you’d like to explore how we can support your journey, please don’t hesitate to get in touch, we’d love to connect.

Exceed Academies Trust, in partnership with TransforMATive, hosted our first AI in education conference on the 28th February 2025 at the University of Leeds. The conference was an opportunity for Exceed to share our AI journey and to help other schools and trusts start theirs or to take their next step on the journey. As an outward facing trust with a strong moral purpose to contribute to system wide improvements in education, we committed to not only sharing our journey but also publishing a wealth of resources and tools to support the wider sector.

The event held at the University of Leeds brought together educators, innovators, and system leaders from across the sector for an inspiring day of discovery, challenge, and opportunity.

TransforMATive believe that sharing what works—and what doesn’t—is critical. And this event did exactly that. We heard from schools at the very start of their journey and from those already embedding AI into daily practice with impact. There was a powerful sense of collective purpose: to better understand how artificial intelligence can support Multi-Academy Trusts (MATs) and transform education for staff and students alike.

The interactive nature of the event stood out. Attendees got hands-on with VR and AR headsets, explored new product demonstrations, and even had the chance to engage with neuroimaging technologies such as EEG—showcasing how deep cognitive insights could help personalise learning experiences.

With teacher workload at an all-time high, one of the central questions was: How can AI support those at the front line? Whether through intelligent automation, smarter lesson planning tools, or marking assistance, we saw examples of technology being used not to replace educators, but to amplify their impact and reclaim time for what matters most.

Our sponsors played a vital role in bringing this vision to life. They showcased cutting-edge tools and features, providing a tangible sense of what’s possible right now—and what’s just around the corner.

Above all, what made the day special was the willingness of participants to share, to challenge assumptions, and to reimagine what education could look like in an AI-augmented world.

We’re proud to be part of this movement—and even prouder to help connect the dots for MATs navigating this change. AI is not a distant future; it’s already reshaping how we think about teaching, learning, and leadership.

Let’s keep the conversation going.

At TransforMATive, we believe that moving from good to great isn’t just a slogan—it’s a deliberate strategy. As Jim Collins reminds us, “greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice.” And for us, that choice is shaped by disciplined people, disciplined thought, and disciplined action.

For Multi-Academy Trusts, this journey isn’t a solo venture. It’s fuelled by long-term vision, robust governance, and the thoughtful enablement of technology—including the emerging power of AI. When these elements align, we see more than organisational growth; we see communities thrive and children flourish.

It was a privilege to join Samira Sadeghi from the Confederation of School Trusts (CST) for her keynote on this very theme. Her reflections brought clarity to the leadership required for transformation—and reinforced the importance of bold, strategic decision-making in education. A heartfelt thank you to Samira for her insight, and to Lorrayne Hughes OBE and the Cumbria Education Trust team for the generous invitation and warm hospitality.

And most importantly, thank you to the pupils whose performances brought such energy and inspiration to the day. Their passion reminds us exactly why this work matters.

From vision to action, from systems to culture, the path from good to great is not a straight line. But it is a shared journey—and one we’re proud to walk with courage, clarity, and care.