Hearing Ash Mudaliar reflect on Creative Education Trust’s AI journey was both encouraging and reassuring. In a sector often pulled between hype and hesitation, what stood out most was the clarity, pragmatism and maturity of CET’s approach.

What Ash described was not a story about chasing the latest technology trend. It was a story about thoughtful leadership, organisational alignment and creating the conditions for innovation to genuinely improve outcomes for staff and pupils alike.

There were five themes in particular that I believe will help other trusts and school leaders navigating their own AI journey.

1. Begin with the problem, not the technology

One of the strongest reflections from the session was that AI should sit within a wider technology and organisational strategy, not alongside it.

Throughout the discussion, the focus remained on practical problems: reducing administrative burden, improving operational efficiency and supporting staff capacity. Whether it was AI-supported attendance workflows, meeting summaries or adaptive teaching support, the starting point was always a clear organisational need.

That discipline matters. Too often, schools risk implementing technology because it is available rather than because it is necessary.

2. Governance enables innovation

Another important takeaway was the role that governance plays in building confidence.

CET have clearly invested significant time in developing policy, approved toolsets, safeguarding considerations and structured processes for reviewing emerging technologies. Crucially, this was not positioned as a barrier to innovation, but as the foundation that allows innovation to happen safely and sustainably.

In reality, many staff are already experimenting with AI tools. The challenge for leadership is not whether AI will appear in schools (it already has) but whether there is sufficient clarity, guidance and oversight around its use.

3. Staff voice must shape the journey

Ash shared an interesting reflection from their staff surveys: colleagues often sit at opposite ends of the spectrum when it comes to AI. Some are enthusiastic daily users who already see tangible benefits, whilst others remain sceptical or deeply cautious.

That feels familiar across the sector.

What CET appears to have done particularly well is listen carefully to those perspectives and allow them to shape implementation. Their evolving training, prompt libraries and policy development were all informed by staff feedback and practical realities from schools.

That approach builds trust and trust is essential if meaningful adoption is going to happen.

4. Human judgement remains central

One phrase from the session stayed with me: “Don’t prompt beyond your expertise.”

It is an important reminder that whilst AI can accelerate thinking, support planning and improve efficiency, it does not replace professional accountability or expertise. The human remains responsible for the outcome.

As schools continue exploring AI, maintaining that balance between opportunity and professional judgement will become increasingly important.

5. Collaboration accelerates progress

Finally, what came through strongly was the power of professional community.

CET’s trust-wide collaboration, shared learning structures and open dialogue between schools and central teams appear to have created an environment where innovation can scale responsibly. That collective approach reduces duplication, surfaces good practice and creates a safer space for experimentation.

No trust has fully solved AI implementation yet. We are all learning in real time. But journeys like this demonstrate that with clarity of purpose, strong governance and a relentless focus on people, schools can approach AI in a way that is both ambitious and grounded.