We are calling for a national review and clear guidance on non-educational screen use in UK primary schools, particularly in Early Years and Key Stage 1.

This is not about criticising teachers. We recognise the pressures within modern classrooms. However, many parents are increasingly concerned about the routine use of entertainment-based screen content during the school day that is not directly linked to learning objectives.

Why This Matters

The early years represent a critical period of brain development. Neural pathways responsible for attention, emotional regulation, executive functioning and social skills are forming rapidly.

Research and guidance indicate:

• The World Health Organization recommends no more than one hour of sedentary screen time per day for children aged 2–5.

• UK Chief Medical Officers advise a precautionary approach to screen use due to associations with sleep, physical activity and wellbeing.

• Developmental research consistently highlights the importance of play, movement and face-to-face interaction for cognitive and emotional growth.

Not all screen use is equal. There is a clear difference between:

• Curriculum-linked educational content

• Calm, thoughtfully designed programmes used sparingly and for no longer than 15 minutes

• Entertainment-based content shown routinely during the school day

Screens should not become the routine response during wet play or indoor breaks simply because children cannot access outdoor space. Indoor creative play, reading, imaginative activities and social interaction remain developmentally valuable alternatives.

What We Are Asking For

• A transparent national review of non-educational screen use in primary schools

• Clear Department for Education guidance distinguishing educational content from entertainment media

• Developmentally informed limits on routine entertainment-based screen time

• Greater structural support so screens are not relied upon due to staffing pressures

Technology has a place in modern education. But entertainment-based screen exposure during school hours should be intentional, limited and grounded in developmental evidence.

The early years are not preparation for life, they are life. What we normalise in classrooms today shapes long-term learning, wellbeing and resilience.