Children learn best through warm, responsive relationships, conversation, physical activity, creative play and first-hand experiences. Screens will not replace these essential opportunities.
We distinguish between screen time, meaning the amount of time a child spends looking at a screen, and screen use, which considers why and how a screen is used, the quality and pace of the content, and the child's level of engagement.
Evidence suggests that too much screentime is associated with poorer cognitive and behavioural abilities in children, such as reduced verbal activity and reduced vocabulary, and can be associated with developmental delays, reduced attention and lower executive function.
Any screen use in the setting will be limited, purposeful, carefully planned and supervised. It must have a clear educational, communication, accessibility or operational purpose that cannot be met as effectively through a screen-free activity.
This policy aims to:
- Protect children's health, wellbeing, development, privacy and safety.
- Prioritise conversation, relationships, sleep, movement, outdoor activity, books, creativity and imaginative play.
- Ensure screen use supports rather than displaces high-quality early education.
- Establish consistent expectations for children, staff, students, volunteers and visitors.
- Help families develop healthy and realistic screen habits at home.
- Ensure digital technology is used safely, lawfully and proportionately.
Government guidance recommends limiting children's total daily screen time, including use at home. Staff must bear in mind that a child may already have reached the recommended limit before attending the setting.
Screen time guidance for under 5s
Department for Education - Help for early years providers Screen use
UK Government - Best Start in Life Screen time guidance for under 5s
| Age | Setting approach |
|---|---|
| Under 2 years | Screen use will ordinarily be avoided. An exception may be made for a shared activity that promotes bonding, interaction and conversation, such as a supported video call with a family member. |
| 2 to 5 years | Total screen time should normally be limited to one hour a day, and less where possible. The nursery will use only a very small and purposeful proportion of this allowance on a very occasional basis. |
| All children | Screen use will be brief, adult-led or closely supported, developmentally appropriate and balanced with movement, conversation and practical activity. |
These are guiding limits rather than targets.
Before using a screen with children, practitioners must consider:
- Is it necessary? Could the aim be achieved more effectively through conversation, books, objects, outdoor exploration or practical play?
- Is there a clear purpose? The activity must support an identified learning, communication, accessibility or wellbeing need.
- Is the content suitable? It must be age-appropriate, inclusive, safe, high quality and free from advertising or unsuitable links.
- Is it interactive? An adult should normally watch, talk, sing, respond or explore alongside the child.
- Is it brief? The activity must stop once its purpose has been met.
- Does it support balance? It must not displace physical activity, outdoor play, meals, sleep, sustained conversation or child-led play.
- Is the child comfortable? Children will never be forced to use a screen and signs of distress, tiredness or overstimulation will be acted upon.
In nursery it is very rare that we use screens with the children and this is certainly not a daily or weekly occurrence. Examples might be for a short educational video to explain the meaning of certain festivals/events such as Diwali or Remembrance Day in an appropriate way for young children. Once, during the Christmas period, some of the children may watch a short children’s video such as ‘Room on the Broom’ but this is the only planned time it is used for entertainment purposes.
Any digital content used with children will be checked by a practitioner before use. Staff will select content that:
- Has simple, understandable stories or instructions.
- Uses clear speech and an appropriate pace.
- Has relatively few rapid scene changes, flashing images or distracting effects.
- Allows children to see and understand characters' expressions and emotions.
- Encourages talking, thinking, singing, creating or physical participation.
- Reflects diversity respectfully and avoids harmful stereotypes.
- Does not contain advertising, in-app purchases, autoplay, open chat, location sharing or links to unsuitable material.
- Is accessed through an approved, secure device and service.
- Model putting devices away and giving children their full attention.
Staff do not use tablets to record observations of the children, and, when in the room with the children, staff record short observations with pen and paper. Cameras are used to take photographs or the occasional video. Only the minimum, necessary information will be collected and recording evidence will never take priority over interacting or safeguarding the children. Staff are therefore more present for the children who do not constantly see staff using screens themselves.
Staff must follow the setting's safeguarding, data-protection, privacy, and retention policies at all times.
Children are never asked to complete screen-based activities to determine their level of development.
The setting recognises that digital technology can sometimes support children with communication needs, disabilities or other identified needs. Any such use will:
- Be based on the individual child's needs.
- Involve parents, carers and relevant professionals where appropriate.
- Have a clear and recorded purpose.
- Be supervised and regularly reviewed.
- Support participation without unnecessarily isolating the child.
- Complement, rather than replace, responsive human communication.
Reasonable adjustments will be made where required. A necessary assistive use will not be withdrawn simply to meet a general screen-time limit.
Parents and carers will be informed about how and why screens are used in the setting. The setting will share the policy when a child joins and communicate significant changes.
Practitioners will discuss healthy habits sensitively and without judgement, including:
- Avoiding screen time for children under 2 except for shared, interactive activities.
- Keeping screen time for children aged 2 to 5 to around one hour daily, and less where possible.
- Watching or playing together and talking about the content.
- Choosing slower-paced, age-appropriate material.
- Keeping meals, bedtime routines and shared family time screen-free.
- Turning off background television and autoplay.
- Modelling balanced device use and putting phones away during interactions.
- Avoiding AI toys, tools and chatbots for young children.
- Sharing relevant information where screen use appears to affect a child's sleep, behaviour, communication, physical activity or wellbeing.
The setting recognises that families have different circumstances. Conversations will focus on practical support, consistency and the child's needs, rather than blame.
This policy should be read alongside these additional related policies:
Safeguarding, Online-Safety, Data Protection, Social Media.
This Policy was written on 10/09/26