Artificial intelligence is already embedded across many of the tools used by educators and pupils, supporting lesson planning, resource creation, and the tailoring of learning materials to individual needs. It is also increasingly used to draft and update statutory forms and documentation, strengthen cyber‑threat detection, and support the management of large HR functions.
While multi‑academy trusts (MATs) commonly rely on surveys, stakeholder feedback, and anecdotal evidence to assess the effectiveness of these tools, many report a need for more independent evaluation. Larger trusts are beginning to invest in their own pilots or commission external assessments to fill this gap.
Current engagement with AI varies widely across trusts, schools, phases, and subject areas. As AI capabilities evolve and new applications emerge, this variation risks deepening the digital divide between schools and among pupils.
This report, Exploring Multi‑Academy Trust Approaches to Artificial Intelligence, supported by the Nuffield Foundation, contributes to the evidence base by examining how MATs are navigating the adoption and development of new technologies. The findings draw on a detailed literature review and roundtables with trust leaders and sector representatives.
Download and read the full report here.
