Screen Time Use Policy (Draft Version)

 We have created this draft policy to gather staff and parent/carer feedback before it is reviewed by our Board of Governors on 26th of November.  Please read the policy below and share your feedback with us via the contact us form on our school website or send in your comments to the school office.

1.  Policy Statement and Purpose

Used well digital technologies and interactive screens are a valuable educational tool that 

• Support inclusion
• enrich learning, 
• foster creativity
• equip pupils with essential digital literacy skills. 

However, that use should be well managed and only for a fraction of their time in education.  Excessive or unguided screen use can impact physical health, sleep quality, social development, and emotional wellbeing.  The risks associated with poorly managed screen use are now well established and were highlighted in an open letter regarding safety concerns and screen use letter sent to Secretary of State for Education  by 150 clinicians in November 2026.

St George’s has led the way on age-appropriate screen time use for many years.  Since 2024, we have been a lead school for the Smartphone Free Childhood Campaign.   That campaign preceded the government’s call for evidence and actions on screen time.

 

For this policy we have established the government’s definition that Screen time refers to the amount of time a child spends looking at a screen. Screen use refers to how, why and in what context screens are used. It takes into account the quality and pace of content, purpose and level of engagement.

Recommended use of digital technology outside the classroom can also place families at a disadvantage because:

• Families have made conscious decisions not to allow children to access devices and have screen time at home.  
• Families may experience economic disadvantage because of the high cost of these devices.

This policy outlines our school’s commitment to providing a balanced, health-conscious, and safe digital environment. 

It establishes clear guidelines for screen use during the school day, integrates physical ergonomic safeguards, and offers guidance to promote healthy screen habits at home.

2.  Scope and Regulatory Framework

This policy applies to all screen-based devices owned by the school or brought onto school grounds, including interactive whiteboards (IWBs), desktop computers, laptops, tablets, e-readers, mobile phones and digital cameras. 

It covers all staff, pupils, supply teachers, and visitors.

This policy aligns with national safeguarding and health standards, including:

• Government’s current screen time guidance .  We are aware that this currently applies to under 5s, we are expecting this to be extended to children up to 18.  Call for evidence is currently being reviewed by governments departments across health and education.
• Department for Education (DfE) guidance on Keeping Children Safe in Education and Filtering and Monitoring Standards.
• Governments 
• / UK Chief Medical Officers’ advice on screen time and physical activity.

3.  Core Principles of Educational Screen Use

Our school operates under four foundational principles regarding screen technology:

1. Active over Passive Use: Screen time must be purposeful and time limited to emphasize creation, problem-solving, collaboration, and critical thinking (e.g., coding, digital art, research, assessments) rather than passive consumption (e.g., uninterrupted video watching, non educational games, prolonged use with no time limits or monitoring).
2. Pedagogical Purpose: Technology is used only when it demonstrably enhances or extends learning beyond non-digital alternatives. Screens are never used as a default classroom management tool or reward system.   All adults should bne able to justify their choice of digital technology.
3. Physical Balance: Screen activities must not displace physical play, outdoor learning, hands-on creative activities, or face-to-face social interaction.   They must not be used:

• In wet play or lunchtimes
• As a fill in activity or reward.

• Inclusivity and Accessibility: Digital tools are adjusted to support children with Special Educational Needs and Disabilities (SEND), utilizing accessibility features such as text-to-speech, modified contrast, and adjustable text size.  Even with this support their use must be specific and well managed. 

• Appropriate Devices.  From 22024 we moved to a google network.  This allows us to effectively monitor all device and software use.

Devices should be ergonomically appropriate and functional with key boards.  I-pads or tablets are being phased out for chromebooks.   Their use from 2027 will be for digital media use.

4.  Age Guidelines & Daily Limits for Screen Use

To support child development, screen exposure is scaffolded according to age and stage:

Early Years Foundation Stage (EYFS - Ages 3 to 5)

• Maximum Daily In-School Screen Exposure: 10 minutes total (excluding whole-class interactive whiteboard prompts).  
• Focus:  Provided as part of a focused activity in continuous provision that is well monitored by staff (photography, digital art etc). Hands-on, sensory, and play-based learning remain the primary instruction modes.
• Guidelines: Screens are always facilitated directly by an adult. Individual tablet use is limited to short, interactive learning games that build motor skills or early language development.  

Year 1 

• Maximum Daily In-School Screen Exposure: Up to 20 minutes total, divided into brief intervals.
• Only addition would be functional computing lesson.  Again maximum single use without a break) would be 15 minutes.
• Focus: Basic digital literacy, interactive phonics/maths tasks.
• Guidelines: Continuous screen use during a single task must not exceed 15 minutes. Interactive whiteboards are turned off or set to a blank background when not actively in use for instruction.

Year 2

• Maximum Daily In-School Screen Exposure: Up to 30 minutes total, divided into brief intervals.
• Only addition would be functional computing lesson.  Maximum single use (without a break) would be 20 minutes.
• Focus: Basic digital literacy, interactive phonics/maths tasks.
• Guidelines: Continuous screen use during a single task must not exceed 20 minutes. Interactive whiteboards are turned off or set to a blank background when not actively in use for instruction.

 Lower Key Stage 2 (Years 3 and 4 - Ages 7 to 9)

• Maximum Daily In-School Screen Exposure: Up to 45 minutes total across scheduled computing lessons and cross-curricular tasks.
• Focus: Media creation, document processing, maths whizz programming, and online research.
• Guidelines: Continuous screen use must not exceed 20 minutes without a physical break (see guidelines below).  Pupils are taught self-monitoring skills to recognize digital eye strain and physical fatigue.   This includes termly Quest assessments.  Expectation would be a quick rest break.

Upper Key Stage 2 (Years 5 to 6 - Ages 9 to 11)

• Maximum Daily In-School Screen Exposure: Up to 60 minutes total across scheduled computing lessons and cross-curricular tasks.
• Focus: Media creation, document processing, maths whizz, programming, and online research.
• Guidelines: Continuous screen use must not exceed 20 minutes without a physical break (see guidelines below).  Pupils are taught self-monitoring skills to recognize digital eye strain and physical fatigue.   This includes termly Quest assessments.  Expectation would be a quick rest break.

5.  Ergonomics, Sight, and Physical Health Safeguards

To minimize eye strain, physical discomfort, and sedentary habits, all staff and pupils must adhere to the following physical health protocols:

• The 10 -10 rule for infant aged children (3 to 7).  During any continuous screen activity lasting longer than 10 minutes, teachers will instruct pupils to pause, look at an object at least 20 feet away for 20 seconds, and blink deliberately to rest their eyes.
• The 20-20 Rule from aged 7: During any continuous screen activity lasting longer than 20 minutes, teachers will instruct pupils to pause, look at an object at least 20 feet away for 20 seconds, and blink deliberately to rest their eyes.
• Postural Awareness: Computers and devices must be positioned straight in front of the user, with screens at or slightly below eye level. Classrooms using tablets should utilize stands or angled wedges.
• Screen Environment: Display brightness must be adjusted to match ambient room lighting. Blinds should be used to prevent direct glare on screens.
• Screen-Free Movement Breaks: Every screen-based session must be followed by a minimum 5-minute movement or posture reset break involving stretching or walking around the room.
• Screen-Free Breaktimes: Breaktimes, lunchtimes, and extracurricular play areas are strictly screen-free zones to encourage physical activity, socialization, and outdoor recreation.

6.  Inclusion Support and Screen Time

For many of our children the use of appropriate devices and software provides invaluable inclusion support.    Technology will support rather than replace traditional learning processes including assisted reading, oracy, modelling, scribing.

This can support:

1. Visual needs through larger fonts and simplified displays.
2. Auditory needs through read aloud software
3. Dyslexia and literacy needs with read to write software that can use speech to text, assisted reading, vocabulary assistance, adjusted backgrounds, processing prompts etc.

Children needing this support will have the need for extended screen time.  This will be included in their individual education plans to be shared and agreed with their parents/carers.

We use Read to Write software to support children across KS2.

7.  Personal Devices and Smartwatches

To protect the educational environment and prevent unmonitored screen exposure:

• Pupil Smartphones: Primary pupils are strongly discouraged from bringing personal mobile phones to school. Where a pupil in Year 5 or 6 requires a phone for safety when walking to/from school, the device must be powered off upon arrival and handed to the office or class teacher for secure storage until the end of the day.
• Smartwatches & Wearables: Devices capable of receiving notifications, making calls, capturing images, or accessing the internet are not permitted in school. Basic step-counters or non-connected watches are allowed.

8. Homework and Parental Guidance

We recognize that screen habits in the home directly affect pupils' readiness to learn, emotional balance, and physical health.

8.  School Homework Commitments

• Homework assigned in EYFS and Key Stage 1 will be predominantly non-digital (reading, physical exploration, handwriting).  Children can access 10 minutes on maths whizz a week at home but this is not essential.
• See-saw and google classroom will be used to share information but most homework will be unplugged.
• Online homework for Key Stage 2 will be capped at a maximum of 20 screen time.  Children who do not have suitable devices at home will be able to access devices in school at home learning clubs.  Families will have advance notice and several days completion time so families can manage home screen time effectively.

Recommended Home Screen Rules for Families

The school actively advises parents and carers to adopt the following home practices:

• Bedroom-Free Zones: Keep screens out of bedrooms, particularly overnight, to preserve healthy sleep cycles.
• 1-Hour Pre-Bedtime Buffer: Turn off all electronic screens at least one hour before bedtime to prevent blue light from disrupting sleep quality.
• Mealtime Screen Ban: Keep mealtimes screen-free to foster family communication.
• Co-Viewing & Dialogue: Engage with children about what they are viewing or playing online rather than allowing unmonitored digital consumption.

9.  Dragon Club and Screen Time Use

Dragon Club staff will follow the same rules as above.

• No screen will be used for infant aged children (aged 3-7).
• Screens will not be used for supervision (watching TV or videos unless it is an arranged movie event (Christmas movie etc) that has been communicated to families.   Even if this is used, families can request that their child does not take part.
• Display screens will be turned off when not in use.

• Screens (Ipads or tablets) will only be used in KS2 (ages 7 to 11) if their is planned activity or for homework use  Maximum use would be 20 minutes.  

Roles and Responsibilities

Headteacher and Senior Leadership Team (SLT)

• Monitor compliance with this policy across all year groups.
• Ensure adequate funding for appropriate IT filtering, ergonomic equipment, and staff training.
• Ensure online safety and digital wellbeing form part of the school's broader safeguarding framework.

STEM Curriculum Lead, & IT Support

• Configure school devices with auto-dimming features and content filtering systems.
• Inspect classroom workstation ergonomics annually.
• Select educational software and platforms that prioritize clean, clutter-free interfaces without invasive advertisements or additive design loops.

Teaching and Support Staff

• Plan lessons that balance digital tools with physical, verbal, and written activities.
• Actively model healthy screen habits and enforce screen breaks.
• Notify the Designated Safeguarding Lead (DSL) or Computing Lead if a pupil shows signs of digital fatigue, compulsive screen use, or exposure to inappropriate content.

Pupils

• Follow teacher instructions regarding when to open, use, and shut down devices.
• Practice good posture and notify a staff member if experiencing eye strain, headaches, or neck discomfort.
• Maintain respectful, safe, and balanced online behavior both in and out of school.

Parents and Carers

• Respect the school's screen time use limits and principles
• If they wish support our work by joining our Smartphone Free Campaign.
• Reports any concerns regarding screen time use to the school

Governors

• Ensure compliance and review of this policy.
• Review the effectiveness and implementation of this policy as part of their governor visits.

Monitoring, Evaluation, and Policy Review

This policy is maintained by the STEM curriculum team and Mr Cassidy (head teacher) as our Deputy Designated Safeguarding Lead (DSL) and is formally reviewed annually by the Senior Leadership Team and Board of Governors. 

Feedback from staff, pupils, and parents is gathered via annual surveys to evaluate the policy's effectiveness and adapt to emerging technologies.