Governors aren't expected to be AI experts — but they do hold the school to account for how it's used. Here's what to ask, whatever your technical knowledge.
Governors aren't expected to be AI experts — but they are expected to hold the school to account for how it's used. As AI spreads through schools, governing boards have a genuine oversight role: making sure it's helping staff, that pupil data is protected, and that leaders have thought it through properly. Here's a practical guide for primary school governors, whatever your level of technical knowledge.
Your role isn't to understand the technology
Let's start with the reassuring bit. Governors don't need to know how AI works, any more than they need to know how the boiler works. Your role is strategic oversight: asking whether the school has thought about the risks, whether staff are supported, and whether there's a policy that's actually being followed. That's governance, and it's well within reach of any governor. See how to know if a school is using AI responsibly.
The questions a governing board should be asking
Is there an approved AI policy?
Does the school have a written AI policy, has the board approved it, and is it published? This is the foundational governance question. See how AI is changing how schools write policies.
How is pupil data protected?
The critical safeguarding and data question. The board should be assured that no pupil personal data goes into AI tools, and that this rule is understood by all staff. Under UK GDPR, children's data warrants particular care — see the ICO's guidance on children's information.
Which tools are approved, and who decided?
Is there a defined list of approved tools, and was there a proper process for choosing them — including data protection checks? See five questions to ask before adopting an AI tool.
Have all staff been trained?
Not just teachers — TAs, office staff, everyone who might use it. Untrained staff are where most risk sits. See AI for teaching assistants.
What's the impact been?
Is AI actually reducing workload, and how does the school know? See reducing teacher workload.
A good rule for governors: you're not looking for technical answers — you're looking for evidence that leaders have thought it through. A confident, specific answer to "how do we make sure pupil data doesn't go into these tools?" tells you far more than any amount of technical detail.
Where governors should focus
- Policy — approved, published, reviewed, and actually followed
- Data protection — clear rules on pupil data, understood by all staff
- Safeguarding — DSL involvement in any pupil-facing AI use
- Training — all staff, not just the enthusiastic few
- Workload impact — is this genuinely helping staff, or adding to the pile?
The DfE's guidance on generative AI in education and Keeping Children Safe in Education are the reference documents to be aware of.
Support, don't obstruct
Good governance on AI isn't about blocking it. Used well, AI meaningfully reduces staff workload — a real strategic benefit for recruitment, retention and wellbeing, all firmly governor territory. The board's job is to make sure it's done safely and thoughtfully, not to stand in the way. See how SLT are cutting staff workload with AI.
A sensible cadence
AI doesn't need to be on every agenda. An annual policy review, plus a brief update when something significant changes, is proportionate for most primary schools. Ask leaders for a short verbal update rather than a lengthy report — you want assurance, not paperwork.
Governors want assurance on AI — can your school give it?
AskColin helps primary schools put the policy, training and safe-use governance in place that boards can be confident in. Book a free site visit.
Request a free site visitFrequently asked questions
What should school governors ask about AI?
Ask whether there's a board-approved, published AI policy; how pupil data is protected and whether staff understand the rules; which tools are approved and how they were chosen; whether all staff including TAs and office staff have been trained; and what the impact on workload has been. You're looking for evidence leaders have thought it through, not technical detail.
Do governors need to understand how AI works?
No — governors don't need technical knowledge any more than they need to understand the boiler. The role is strategic oversight: checking the school has considered the risks, that staff are supported, and that there's a policy being followed in practice.
How often should governors review AI in school?
AI doesn't need to be on every agenda. An annual policy review plus a brief update when something significant changes is proportionate for most primary schools. Ask leaders for a short verbal update rather than a lengthy written report — the aim is assurance, not paperwork.