The Westgate School to update smart phone policy

Last week, Executive Headteacher Mrs Dean, wrote to all parents and carers to explain the school's decision to update its policy to ban the use of smart phones, watches and internet enabled devices during school from September 2026. The letter, which clearly explains the school's rationale for a complete ban on smart phones and smart watches while at school can be read in full below.

On Monday 19th January, the government also issued a press release, announcing a widespread consultation on, 'children's social media use and bans phones in schools to protect young people's well-being and ensure safer online experiences.' Further details are available here.

16th January 2026

Dear Parents and Carers,

Re: Smart Phone/Watch & devices policy

I realise this is a lengthy letter however, it is important for us to be able to share the wider picture with respect to this approach.

Our policy regarding the use of smart phones, smart watches, and similar devices has been under continuous review. This process has been closely aligned with the growing body of evidence highlighting not only the potential harms associated with social media, but also with the broader use of smart phones themselves. I am writing to you at this point to give parents as much notice as possible about our intentions for September 2026.

For clarity, when referring to a smart phone, smart watch, or similar device, we mean any device capable of accessing the internet, recording audio or video, taking photographs, or sending group messages on platforms such as WhatsApp. This definition also encompasses devices that may appear to be “locked down”, as well as those that resemble smart phones in appearance.

This term, we are undertaking a further review of our policy. This is part of our move towards introducing a complete ban on smart phones and smart watches on the school site at any time. This has been our direction of travel over recent years. The rationale underpinning this decision is detailed in the sections below.

Context

Over the past decade, schools have devoted significant effort to educating children and young people about online safety. The prevailing message has been that, through comprehensive education, it is possible to minimise or even prevent the harmful impact of smart devices on children and young people. However, this expectation is increasingly unrealistic, and education cannot do this alone: It is a collective responsibility and something that has far reaching impact in society.

Parents and schools are faced with the daunting challenge of keeping pace with the rapid advancements made by major technology companies and online influencers. These entities exert a profound influence on the way children think and interact, often in ways that are difficult for educators and families to anticipate or counteract. The sophistication of smartphones and the apps designed for them has grown substantially, yet there has not been corresponding progress in legislation to provide the necessary checks and balances to ensure the safety of young users.

No level of education can fully equip a child’s brain to filter and process the overwhelming amount of information encountered online. Nor can children be expected to consistently make sound judgements about appropriate behaviour when they are exposed to online environments that normalise cruelty or promote unhealthy interactions. The reality is that children and young people are not developmentally ready for these complex decisions, especially considering that even adults often struggle in this area, and it is not hard to find news of victims of malicious communication in the adult world too. It is unreasonable to expect parents and schools to continually outpace companies and individuals whose sole focus is the creation of ever more advanced technology that has such significant ramifications for society and individuals. Furthermore, with such a growing concern around everybody’s mental health and well-being, we support any approach that may shield children and young people from this risk.

Looking Ahead

Our most recent survey has revealed that over 75% of parents who responded are in favour of a ban on smart phones and smart watches within the school environment. This level of support has grown steadily over time, and we have now reached a stage where there is sufficient consensus to proceed with the implementation of a firmer policy.

The movement towards a ban is consistent with the actions being taken by a growing number of primary schools. As a result, our pupils are not being singled out or disadvantaged by the removal of the privilege to carry a smart phone; rather, we are aligning our approach with broader practice, ensuring that this privilege is not permitted in one setting only to be withdrawn in another. This consistency helps to support a unified and clear message to our school community regarding expectations and the importance of safeguarding our children and young people.

In preparation for this change, we have engaged with employees over time, gathering their professional opinions and carefully considering the mounting evidence concerning the impact of these devices. During this term, we will be working with governors to revise our school policy. The updated policy would expressly list smart phones, smart watches, and any devices that resemble these items as prohibited within our behaviour policy.

Alternative Solutions

Throughout the remainder of this academic year, we will invite parents to participate in Partners in Learning events. These sessions will provide an opportunity to share further information regarding online safety, update you on enhancements to our Personal Development curriculum, and offer practical suggestions for alternative communication devices. We will highlight “brick” phones, which are both significantly more affordable and designed to fulfil the essential function of allowing children to contact home, for example, when making last-minute arrangements such as visiting a friend. Furthermore, since they are lower in value, that can reasonably stored in bags.

Further Information

There is a growing body of information available regarding the influence of smart phones and social media on young people. The challenges faced are not limited solely to the content found online; the way these platforms are used also contributes to significant social and cultural issues among young people in part because the way they facilitate interaction is often incongruent with what is important and necessary in real life – such as managing delayed gratification or demonstrating kind behaviour.

Applications such as WhatsApp facilitate communication but can also be misused to enable harmful interactions or bullying through exclusion. The ability to form groups and control participation means that some young people may be deliberately left out, which can have a damaging impact on their well-being. The suggested age restrictions have not, in our experience, prevented children from using apps such as these. We also know that such tools used without careful consideration can quickly facilitate wrong information or promote anxiety and misunderstanding.

Furthermore, the widespread use of cameras on smart devices is having a visible effect on how young people perceive themselves and their image. The capability to capture and share photographs instantly can influence self-esteem and body image, potentially leading to increased self-consciousness and anxiety about appearance. All of this is at a time when children and young people are forming their identity and sense of self.

Emerging evidence suggests that the physical use of touch screen devices is affecting how the brain functions. The design of these devices and the immediacy they offer are driving a desire for instant gratification, which, for some children, may undermine their resilience and ability to commit to tasks such as reading. This shift in behaviour demonstrates how technology is shaping cognitive and emotional development potentially in a way that is leading to greater challenge in school and in early adulthood, in the work environment.

Further Information

For those seeking to deepen their understanding of the effects of smartphones and social media on children and young people, there is a wealth of material available. The Smartphone Free Childhood site offers extensive information and guidance on this topic: https://www.smartphonefreechildhood.org/

In addition to this, the book 'The Anxious Generation' by Jonathan Haidt provides valuable insights into the challenges faced by young people in the digital age.

If you prefer to engage with visual content, several documentaries are particularly informative, though some may contain distressing material:

• Netflix: 'The Social Dilemma' – excerpts from this documentary are already incorporated into our Personal Development programme; we have recommended this documentary to parents previously. It explores the influence of social media platforms and the broader implications for users.

• 'Childhood 2.0' (available on YouTube) – This film offers a compelling look at the impact of social media and smartphones, with direct perspectives from young people immersed in this world.

Further resources that have been recommended to us by parents and professionals include:

• 'Screened Out' – This documentary examines the effects of screen exposure on the brain, featuring brain scans and discussing the role of dopamine.

• 'Plugged In' – Designed for parents, this resource presents candid and relatable stories about managing technology and its impact.

• 'Disconnected' – This film features children discussing their experiences with burnout, anxiety, and anger in relation to digital device usage.

Proposed Policy

Beginning in September 2026, the school is working towards the implementation of a policy aimed at establishing a completely smartphone and smartwatch free environment. In practice, this means that children and pupils of all ages will not be permitted to carry a smartphone or smartwatch on school premises under any circumstances. This restriction applies even if the device is switched off and kept in a bag.

An exception to this rule will be made for pupils who require a device as part of a medical plan, such as for the active monitoring of diabetes. In such cases, the use of a smartphone or smartwatch must be agreed upon between the school and parents or carers as part of the pupil’s individual medical plan.

Pupils will only be permitted to carry a device that has the sole functionality of making voice calls or sending text messages. The purpose of allowing such devices is to ensure that children and young people can communicate with parents or carers for health and safety reasons, such as letting them know if they have travelled to a friend’s house or are delayed for any reason.

Devices Resembling Smartphones and Watches

With our revised approach, pupils will not be permitted to carry any device that resembles a smartphone, including those that are claimed to be “locked down”. This approach is grounded in two primary reasons:

• Addressing the core issue: Allowing pupils to carry a device that looks like a smartphone, even if its functionalities are restricted, fails to tackle the underlying concern. It is akin to permitting the possession of smoking paraphernalia on the condition that it is not used. The presence of such devices can be interpreted as implicit approval of smartphone use among children. Moreover, it maintains the same patterns of physical interaction associated with smartphones, which our approach seeks to move away from.

• Practical considerations for consistency and enforcement: the school cannot be expected to effectively monitor or verify whether a device is genuinely “locked down” or distinguish between different types of smartphones. To manage this policy consistently and fairly, adults will confiscate any devices outside of our expectations. In such cases, parents will be required to collect these devices from the school. This is the only practical approach to ensure consistency and equity with the policy.

The existing rule of “phones switched off and out of sight” will remain in effect. Pupils must ensure that their phones are always switched off and kept in their bags while on school premises.

In the primary phase, specifically for Years 5 and 6, children are expected to hand their phones in according to the current school procedures. It is important to note that children in Years R to 4 are not allowed to bring any kind of phone to school.

Should your child’s bus pass be a QR code stored on their phone, the school will work in collaboration with home to school transport companies to provide an alternative solution, such as issuing a laminated pass – we have already begun to action this approach.

Pupils in the secondary phase should still be recording their home learning using their Handbooks for Learning. EduLink is a tool primarily aimed at parents on which we also record home learning, codes, house points etc This can be accessed on a desktop computer – a smart phone/tablet is not required.

We will also be encouraging parents not to use smartphones at parents’ evenings or at any time on the school site but instead, making a written note of appointments or bringing a printed copy. This is so that we can present a united front and model this to children and young people who will not be able to bring their devices on to site at any time. We thank you in advance for your support with this approach.

Some adults who oversee the operational functions of our large site use mobile phones as a means of quick communication: on our site, it is more subtle and effective than radios which can create an uneasy feeling and are not as effective. To ensure that we don’t create a mixed message, we will obtain branded covers for these devices so that pupils know they are being used for an operational purpose in school.

Balancing Technology and Safeguarding

We recognise that our opinions regarding the use of smartphones and technology among young people can vary considerably, and we respect the fact that there are differing perspectives on this subject. Our commitment remains steadfast in supporting pupils as they navigate and engage with the online world, fully acknowledging that artificial intelligence and other digital technologies are integral to modern life.

However, our primary concern centres on the concept of readiness. Society already implements boundaries and safeguards for children and young people in numerous areas, such as age ratings for films, legal restrictions around the purchase and consumption of alcohol and cigarettes, and the age at which individuals are permitted to learn to drive. Considering this, it is inconsistent not to have clear boundaries regarding the use of smartphones, especially given the potential risk these devices pose to the well-being of children and young people. We believe that our ability to protect and support pupils in this regard should not be undermined by the significant influence exerted by industries which promote such platforms.

We will provide further updates regarding Partners in Learning events throughout the remainder of the school year. Additionally, as we approach the summer term, we will build into our approach increased information for children and pupils to ensure everyone is well informed and empowered to regain control over these devices such that they are a helpful tool and not the main driver of how we think and feel.

Finally, we thank parents and carers for your partnership and support on this journey as we have evolved our approach. We have taken a holistic approach to this issue, combining emerging evidence with our first-hand experience and most importantly, driven by our overriding commitment to improving the mental health and well-being of children and young people. Over the course of the next term, we will be refining the approach and adapting our policy in readiness for sharing with parents in the summer term.

With best wishes,

Mrs. F Dean Executive Headteacher