One improvement loop. Five accountable stages.

Bring together the policies, plans and practice evidence you choose to supply. The audit distinguishes useful foundations from explicit AI practice and does not guess what missing documents might contain.

Review the evidence position and choose one proportionate priority. A school-wide programme, a departmental change and a classroom adaptation remain different kinds of work.

Turn the agreed priority into an appropriate response. This can be a policy improvement, implementation plan, curriculum sequence, professional-learning pathway or teaching resource.

Keep approved outputs with their purpose, owner and evidence lineage. Resources created for teaching remain separate from evidence used to judge school maturity.

Add new evidence, compare it with the preserved baseline and record what changed. Progress is shown only when the follow-up evidence supports it.