Professional Implementation and Monitoring Model (PIMM)
On the basis of a clear AI Vision, published AI Assurances and a set of underlying internal AI Principles of Use, create a universally applicable PROFESSIONAL IMPLEMENTATION & MONITORING MODEL.
The approach set out below is also available as a downloadable staff toolkit: See ‘Step 3′ of the ‘Three Steps Model‘ section of this website.
Use Platform-Independent AI Language: Use three ‘I’s, not one
The generic term ‘Artificial Intelligence’ encompasses a very wide range of technologies, manifest as products, services and tools competing for market space regardless of their funding model. Although AI can be understood through many lenses, including technical, operational, and platform-linked — for those trying to make practical decisions, a simpler and more strategic categorisation based on potential use is to group AI functionality into three broad types:
– Artificially Inform
– Artificially Invent
– Artificially Initiate & Control
Remember that some do one of these things, and some do an interacting combination of all three.
Key Principle: This ‘three I’ approach is helpful because it is platform-independent, describing not only what AI tools do but also how they shape and interact with human decision-making, behaviours, and professional judgement. It categorises by potential value rather than by IT labels.
Practical Action: Adopt a mixed-economy approach to innovation, selecting and valuing technology on the basis of what it contributes to the contextual needs of the institution and learners, not for how it is marketed, sold or provided as a default consequence of the use of a specific platform.
Adopt a Professional Implementation & Monitoring Model: Use the three ‘R’s
Before investing in any AI, schools and trusts must first understand why they need it and where it will add value. Artificial intelligence can transform aspects of how schools and trusts operate, but successful adoption depends on needs-led, thoughtful planning.
The most effective approach is cyclical— moving through professionally familiar Research, Resource, and Review phases (i.e. subject the three ‘Is’ to the three ‘Rs’!). This will ensure innovation is evidence‑based, sustainable, and aligned with educational values. This must be led by senior leaders, subject leaders and individual staff, all strategically overseen by trustees or governors.
Key Principle: By using a systematic approach, cross-mapped self-review questions can be used that align with a whole-school or trust-wide vision and approach.
Practical Action: Use the downloadable PIM template from ukeducation.ai, adapt it or use it as a starting point to devise your own.
Use SIAMS and KCSIE as an Evaluative Framework: The ‘Why’ Behind the ‘How’
SIAMS asks how a school’s Christian vision shapes decisions, relationships, and culture. KCSIE sets statutory expectations for safeguarding, training, reporting, and leadership oversight. Together, they form a useful moral and legal starting point for responsible AI use. Don’t reinvent the wheel – use these transferable frameworks to adopt an AI-contextualised approach.
SIAMS provides the theological why: dignity, justice, wisdom, and flourishing. KCSIE provides the safeguarding must: safety, training, filtering, monitoring, and reporting.
Key Principle: AI use must be both vision‑led and statutory‑safe, and existing context-free frameworks can provide for this.
Practical Action: Integrate AI considerations into your SIAMS Self Evaluation (particularly IQ1) and any safeguarding policies or self-assessment monitoring checklists.
Adopt a Maturity Model for AI Use: Wisdom not scale
Schools progress from cautious awareness to reflective leadership. Maturity is not about scale but about wisdom, safety, and alignment with the Christian vision.
Key Principle: Maturity is a measure of quality, not the speed of adoption.
Practical Action: Create a maturity statement for different future milestones based on an implementation timeline.
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