In the age of AI, we are starting to receive questions from school leaders, business managers are HR officers who are facing a new kind of challenge: the catfish candidate. Just like in online dating, these applicants present a polished, idealised version of themselves, often crafted with the help of AI tools like ChatGPT. Their applications may tick every box on the person specification, but something feels… off.

When you're under pressure to fill a role quickly, especially in a busy school environment, it's easy to overlook the subtle signs. A well-written application can be reassuring, but it might also be masking a lack of genuine experience, emotional intelligence, or cultural fit. That’s why learning to spot the “robot in the room” is becoming an essential skill for school leaders.

So, what does an AI-written application look like and how can you tell when you're reading one? Here are five signs that may suggest AI involvement:

1. Overly polished or generic language

AI-generated writing tends to be grammatically flawless and highly formal but often lacks warmth or individuality. Phrases like “I am committed to delivering outstanding outcomes for all learners” may sound great, but without context, they’re just surface-level.

2. Lack of specificity

Candidates may refer to the person specification but fail to connect it to real experiences. For example, they might claim to have “led change” without explaining what was changed, how it was implemented, or what impact it had. Look for vague responses to criteria without any mention of what, how, or why.

3. Repetition of buzzwords

AI tools often lean heavily on educational buzzwords: inclusive, innovative, strategic, collaborative. These words can be meaningful but only when backed by examples. If they appear without substance, it’s a red flag.

4. Absence of personal stories

Genuine applications often include anecdotes; a moment with a pupil, a challenge overcome, a proud achievement. AI struggles to replicate this kind of emotional and contextual depth, which is often where the real person shines through.

5. Uniform tone across documents

If the cover letter and personal statement sound identical in tone and structure, it may suggest AI involvement. Human writing tends to vary slightly depending on the purpose and audience of each document.

To support more authentic applications from the outset, schools can take several proactive steps to shape the recruitment process and encourage genuine responses:

• Set the tone in your advert

Make it clear that you value personality, lived experience, and reflection. Phrases like “We’re looking for someone who brings their whole self to the role” or “We want to hear your story, not just a list of qualifications” can encourage more genuine responses.

• Include prompts that invite reflection

Instead of just listing criteria, include a question or statement that invites candidates to reflect. For example: “We’d love to hear about a time you made a difference in a pupil’s life.”

• Be transparent about your values and culture

Share your school’s ethos and working culture clearly in the advert. This helps candidates tailor their application meaningfully and makes it easier to spot when someone hasn’t engaged with your context.

• Review your person specification language

Ensure your criteria are clear, specific, and not overly broad. Vague criteria can invite vague responses, whether written by a person or a robot.

Spotting signs of AI-generated content doesn’t necessarily mean a candidate should be ruled out. In fact, some of the strongest applicants may use AI to help structure their thoughts or polish their writing, especially if they’re less confident expressing themselves on paper. The key is not to dismiss candidates too quickly, but to use the interview process to dig deeper.

Once you've decided to take the candidate further, how can you use the interview process to uncover the person behind the prose?

Shortlist with caution, NOT assumption

If an application meets the criteria but feels overly polished, use the interview to explore the candidate’s depth, values and real-world experience.

Probe for specific examples

Ask candidates to elaborate on statements made in their application. For instance: “You mentioned leading change - can you tell us what that looked like in your setting?”

Use value-based and cultural fit questions

Focus on questions that reveal emotional intelligence, motivation, and alignment with your school’s ethos. AI can’t convincingly answer questions like “What does our school’s vision mean to you?”

Encourage reflection and self-awareness

Ask candidates to reflect on a challenge, mistake, or learning moment. These responses often reveal authenticity and character and are difficult for AI to fabricate convincingly.

AI is a powerful tool, and it’s here to stay. But in school recruitment, it’s the human touch that matters most. From the moment you write the job advert to the final interview question, every stage of the process is an opportunity to encourage authenticity and assess alignment.

The key is consistency: do the candidate’s responses in the interview reflect the experiences and values they claimed in their application? If not, it’s worth asking - are they the right fit for your school? It comes down to trust. And if the disconnect is too great, alarm bells should ring.

Drawing on our own expertise and experience in the education sector, HR and recruitment as well as best practice from other schools, trusts and settings, we’ve compiled a series of resources to support you at every stage of the recruitment process. Through Teach in Herts, you can access guidance on writing effective job adverts, safer recruitment, selection guidance, and leadership hiring, all designed to help you recruit with confidence and integrity.

By learning to spot the robot in the room, and the occasional catfish candidate, schools can make recruitment decisions that prioritise character, credibility and a genuine connection to their community.

Further reading and resources

www.hfleducation.org/blog/ai-cant-spot-predator-why-schools-must-stay-human-hiring
www.hfleducation.org/business-services/recruitment-service
standout-cv.com/stats/ai-in-recruitment-statistics-uk
www.hfleducation.org/business-services/technology-schools/edtech-schools

Christmas is one of the most important celebrations in the Christian calendar and much more than just a festive season of gifts and gatherings.  December in the Early Years can feel like a whirlwind with sparkly decorations, Nativity rehearsals, Christmas lunches, and don’t forget Christmas jumper day.  For some children (and educators), it’s one of the most joyful times of the year; for others, it can feel overwhelming, with disrupted routines and the pressure to deliver polished performances weighing heavily.

So, how do we celebrate Christmas in a way that feels joyful, developmentally appropriate, and inclusive of everyone?

Rethinking the Nativity

For many schools and settings, the Christmas Nativity performance is an established tradition, but is it always the best choice for the children? Sometimes, long rehearsals, extended sitting, and missed play opportunities means the overarching EYFS principles can be lost.

Some schools and settings are adapting this idea with shorter, child-led performances, informal singalongs, or family craft afternoons. These approaches not only reduce pressure but also keep children at the centre, respecting their right to learn primarily through play.

Inclusion matters

The statutory framework makes clear that practitioners must ensure every child is included and supported. Not every child will celebrate Christmas, and some may find this time of year difficult.

By learning about your cohort, their beliefs, the festivals they celebrate, and being sensitive to families for whom this may be a challenging time, you can create an inclusive ethos within your school or setting. Giving space for children to share their family traditions and valuing a range of experiences not only promotes inclusion but also helps children learn that there are many different cultures and communities, each deserving of respect.

Rediscovering the joy

Amid rehearsals, paperwork, and glitter explosions, it’s easy to lose sight of the magic of the season. Learning should be enjoyable and engaging and for children, joy often comes from the simplest things: wrapping pretend presents in the role play area, making ‘snow’ from cotton wool (or being lucky enough to play out in it if it snows!), or listening to a winter story by the Christmas tree.

These moments support not only language and communication but also personal, social, and emotional development. They are the experiences children remember long after the term has ended.