Portsmouth’s city-wide Digital City project has set out a practical approach for primary schools to build pupils’ understanding of generative artificial intelligence while supporting teachers and families to use the tools safely and fairly.
Framework centred on equity, safety and progression
The initiative, led by the Portsmouth Education Partnership and described in a case study published by the National Literacy Trust, emphasises that AI literacy should be a shared and fair journey across schools rather than something a few institutions pursue in isolation. Project leaders say the work is underpinned by principles of safety, equity and a clear progression from supporting classroom learning to explicitly addressing inequalities.
Gemma Gwilliam, Head of Digital Learning, Education and Innovation at Portsmouth Education Partnership, explains the rationale for a coordinated approach: it must be possible for everyone in the city to understand how to use generative tools safely and securely, and no school should be left behind as others move ahead.
“We want everyone in the city to understand how to use generative tools safely and securely. It has to be fair and equitable; we can’t have one school running ahead with something while others are left behind.”
Four clear aims guide local practice
The project applies a four-step process to ensure a consistent approach across participating schools. The aims are presented as practical goals that bring together teaching, workload and inclusion:
- To enhance teaching and learning
- Reduce workload
- Support accessibility and inclusion
- Narrow the digital divide
These priorities are intended to be intentionally transferable to other classroom settings, according to the case study contributors, who include assistant heads of digital learning Nicci Sawdy and Amy Quade as well as Gwilliam.
Policy, guidance and 'guardrails' build teacher confidence
A central lesson from Portsmouth is that building staff confidence starts with clear policies and governance. The project stresses the need for guidance on what can and cannot be used where student data is concerned, alongside a permitted space for experimentation so teachers can explore pedagogical uses of AI.
Project leaders say that without defined boundaries and support, teachers are less likely to trial new tools or adapt classroom practice. The emphasis on governance is framed as a foundation from which imaginative and effective uses of AI can grow, rather than a restriction on innovation.
Supporting pupils and parents as part of whole-community literacy
Beyond staff development, the initiative has aimed to bring pupils and parents into the conversation. The case study highlights the value of resources and examples of practice that help families understand how generative tools are being used in schools and how children can engage with them safely.
Contributors told the National Literacy Trust that teachers had asked for case studies, guidance on accessibility, and practical examples demonstrating how AI can be used to support pupils’ effective and ethical use of the technology. The Portsmouth work responds to those demands by sharing accessible examples and structured approaches.
Lessons for other regions
While the report is rooted in a city-wide programme, its authors present the approach as transferable: a universal agreed approach to technology use, combined with policies to protect data and planned support to reduce inequities, can be adapted in other localities. The combination of governance, teacher development, family engagement and targeted inclusion work forms the core of the model.
| Component | Purpose |
|---|---|
| Clear policy and governance | Safeguard student data; set boundaries for experimentation |
| Teacher support and guidance | Build confidence to use AI imaginatively in lessons |
| Family engagement | Ensure parents understand classroom use and safety |
| Targeted inclusion | Reduce digital divides and support accessibility |
The Portsmouth case study offers a pragmatic template for school leaders and local authorities considering how to embed AI literacy within primary education. Its focus on equity, policy clarity and shared practice aims to ensure that the benefits of generative tools do not extend only to pupils in schools with the most resources, but are available across a city’s school system.
As generative AI tools become more prevalent in educational debate, Portsmouth’s work highlights that practical, governed and equitable implementation—starting with teacher confidence and clear guardrails—may be as important as the technology itself.
