AI Practitioner for Schools
Apprenticeship - Level 4

This apprenticeship is suitable for staff with an interest in coordinating the safe and effective use of AI and automation across their school or trust, particularly those involved in systems, data, operations or administration. Example job roles include:

• Teachers with an interest in AI
• AHTs, DHs and Headteachers
• School Business Managers
• Operations Managers
• Data or MIS Leads
• Trust Operations or Central Services Staff
• Administrative or Business Support Staff with responsibility for systems and processes

• Coordinate the ethical and responsible use of AI and automation within school and trust environments
• Identify opportunities to reduce workload through automation of administrative and operational processes
• Improve data quality, reporting and information flow across school systems
• Design, build and manage low-code automation solutions using commonly used school technologies
• Lead change safely and effectively, including staff engagement, risk management and compliance
• Apply safeguarding, data protection and GDPR principles to the use of AI and digital tools in schools
• Deliver a substantial workplace project that creates measurable impact for their school or trust

To be eligible for the programme, participants must:

• be currently employed in a school or trust setting
• have a role that involves systems, data, operations or administrative responsibility
• be able to complete a workplace project as part of the apprenticeship
• have the right to work and study in England
• have employer support to undertake the apprenticeship and off-the-job training

• Module 1: Foundations of AI, Automation and Digital Change (Months 1–2)
  This module builds confidence and a shared understanding of AI and automation in a school context. Apprentices explore what AI is, how it is already used in schools, and the ethical and professional responsibilities that come with it. The focus is on developing safe, informed judgement before any project work begins.
  

• Module 2: Process Mapping, Analysis and Opportunity Identification (Months 3–4)
  This module focuses on understanding how school processes really work. Apprentices learn to map workflows, analyse inefficiencies and identify opportunities where automation could reduce workload or improve consistency. Project ideas are explored, with input from stakeholders across the school or trust.

• Module 3: Data Analysis and Risk Assessment (Month 5)
  This module prepares apprentices to work safely with data. It covers data readiness, GDPR, safeguarding and risk assessment, ensuring any proposed solution is ethical, compliant and appropriate for a school environment. The workplace project is formally approved at the end of this module.

From Month 6 onwards, learning is delivered through a live workplace project

From this point, the workplace project becomes the primary vehicle for learning and assessment. All remaining modules are applied directly to a real school or trust improvement project.

• Module 4: Low- and No-Code Development, AI Tools and Workflow Integration (Months 6–7)
  Apprentices design and build their first automation or AI-supported workflow using low- or no-code tools commonly available in schools. This may include automating reports, streamlining approvals or connecting existing systems.
  

• Module 5: Ethics, Governance and Compliance in Automation (Month 8)
  This module focuses on governance and assurance. Apprentices review their live project against ethical principles, safeguarding requirements and data protection obligations, ensuring appropriate controls and human oversight are in place before wider use.

• Module 6: Testing, Assurance and Secure Implementation (Month 9)
  Apprentices test their solution thoroughly, gather user feedback and refine it before controlled release. This module focuses on reliability, security and confidence, ensuring solutions are safe and usable in day-to-day school operations.

• Module 7: Stakeholder Engagement, Change Management and Training (Month 10)
  This module supports successful adoption. Apprentices learn how to engage colleagues, provide training and manage change so that new tools are understood, trusted and used effectively across the school or trust.

• Module 8: Project Management, Monitoring and Professional Practice (Months 11–13)
  Apprentices monitor the impact of their project, measure benefits such as time saved or errors reduced, and refine solutions over time. This module focuses on professional practice, accountability and demonstrating value.

Final Integrated Assessment and Sign-Off (Month 14)

The programme concludes with a final integrated assessment based on the workplace project, including a project review and professional discussion. There is no standalone end-point assessment event. Competence is judged holistically across the full programme.

How is the programme delivered?

The AI Practitioner for Schools Apprenticeship is delivered over 14 months through a blended model that combines live online learning, specialist coaching and a substantial workplace project. Learning and assessment are fully integrated, meaning apprentices demonstrate competence through real work carried out in their school or trust rather than a separate end-point assessment.

Facilitated online learning sessions

Apprentices take part in regular, tutor-led online sessions focused on the practical application of AI and automation in school and trust settings. Sessions are designed to build understanding, share good practice and support apprentices to apply learning directly to their role, with a strong emphasis on ethical, responsible and safe use of AI.

Specialist coaching and support

Throughout the programme, apprentices receive ongoing coaching and guidance from specialists with experience of AI, automation and digital change in education contexts. Coaching supports apprentices to shape, deliver and refine a workplace project that addresses a real operational challenge within their school or trust.

Online learning resources and e-portfolio

Apprentices have access to structured online learning materials to support their development between live sessions. Evidence of learning, reflection and project activity is captured through an e-portfolio, allowing assessment to take place naturally alongside day-to-day work.

Off-the-Job Training

Off-the-job training is structured learning that takes place outside of an apprentice’s usual, day-to-day work tasks, but during contracted working hours. It ensures that an apprentice has dedicated time to develop new knowledge, skills, and behaviours relevant to their role. This kind of training must be meaningful, directly linked to the apprenticeship standard, and documented so that progress is evident.

Examples of off-the-job training include coaching or mentoring sessions, formal training events, project work, reflective learning, research, shadowing, interactive online modules, networking, and skill development activities.

Workplace project and integrated assessment

A substantial workplace project sits at the heart of the apprenticeship. Apprentices design, implement and evaluate an AI or automation solution that delivers measurable impact, such as reducing administrative workload, improving data quality or strengthening systems and processes. The majority of the assessment is based on this project, with assessment integrated throughout the programme rather than delivered through a standalone end-point assessment.

Gateway to Completion

Towards the end of the programme, the apprentice, employer and provider confirm that all requirements have been met through the Gateway to Completion.

What does the workplace project look like in practice?

At the heart of the apprenticeship is a substantial workplace project. This is not an add on task or a hypothetical exercise. It is the primary vehicle for learning, application and assessment.

From Month 6 onwards, the apprentice leads a live improvement project within your school or trust. The majority of the programme is assessed through this project, with evidence drawn naturally from day to day work such as process maps, risk assessments, implementation plans, training materials and impact reports. There is no separate End Point Assessment. Success is demonstrated through the quality, governance and measurable impact of the project itself.

The project is not imposed. It is carefully scoped in collaboration between the apprentice, their line manager and the training provider during the early months of the programme. Together, you identify an area of genuine operational need where improvement will deliver meaningful benefit, whether that is reducing administrative burden, improving data accuracy, strengthening compliance or streamlining communication.

Projects must meet the knowledge, skills and behaviours set out in the apprenticeship standard, but within that framework schools have flexibility to choose what will make the greatest difference in their own context. The result is development that is not only professionally rigorous, but immediately valuable to your setting.

Example projects

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Example 1: Improving SEND Annual Review Monitoring and Compliance

Example 2: Automating Staff Onboarding and Pre-Employment Compliance

Example 3: Enhancing Behaviour Monitoring and Escalation Processes