Josh MacAlister

With permission, Madam Deputy Speaker, I would like to make a statement on education technology and mobile phones in schools. Today’s children are growing up in a world shaped by smartphones, social media and artificial intelligence. Technology can bring enormous opportunities, but schools remain—and must remain—a place where children can focus, learn and connect with one another. Technology’s role in education should be to support learning, not to get in its way. Earlier this year, with support from across the House, the Government strengthened guidance on mobile phones in schools to back teachers and parents in making schools mobile phone-free. Since that updated ban started in September, many schools have taken great steps to tackle the disruption that mobile phones can cause, and I am grateful to school leaders and teachers who have worked hard to create calm, focused classrooms. However, many teachers and pupils tell us that phones are still being used under desks, in the toilets and in the playground. Department for Education data published today tells a similar story: only 16% of secondary pupils say that their school’s mobile phone rules are followed all of the time. That means that teachers are spending valuable time spotting phone use; that school leaders are having difficult conversations about enforcement; and, most importantly, that digital distraction continues to crowd out learning. How schools choose to implement the existing policy really does matter. Leaders need to feel more empowered by Government to make schools genuinely mobile phone-free environments. In schools where pupils are allowed to keep their phone in their bag or blazer—those with so-called “not seen, not heard” policies—only 20% of school leaders report that the rules are followed all of the time. By contrast, in schools with mandatory collection policies, 74% of leaders report that the rules are followed. That is why I am today announcing that we will update statutory guidance to make it clear that schools should have policies that ensure children cannot have unsecured mobile phones in their blazer or bag throughout the school day. This backs teachers and leaders by giving them the clarity they are asking for. It still gives schools the choice as to whether phones are collected at the start of the day, kept in secure lockers or stored in a lockable pouch, or any other strategy that ensures phones are not within reach of children. We—parents, teachers and Government—need to work together to change children’s expectations about what the school day looks like. It should be a time to get lost in learning and make friendships that last a lifetime, not to be stuck doomscrolling in the corner of the playground. The revised guidance will come into effect from September 2027, although we encourage schools to move towards implementation sooner if they can. Schools will continue to be able to make reasonable adjustments and exemptions where appropriate, including for pupils with medical needs and those with special educational needs and disabilities. We will work closely with school leaders as the guidance is developed. We want to learn from schools that have already led the way on this issue, ensuring that the approach is practical, proportionate, and able to meet the needs of children and teachers in different settings. The second plank of this change is a new approach to deploying technology in schools. Today, we are launching a public consultation on establishing independent safety certification of education technology, or edtech, in schools, colleges and early years settings in England. Well designed and purposeful use of technology can support teaching, learning and the smooth running of settings. We also have a duty to support children and young people to learn to use technology confidently and safely. However, technology should never get in the way of learning. It should enhance, rather than shortcut, cognitive development, and without question it must be safe. Children’s safety and their educational outcomes, human interaction and teacher-led direct instruction must remain at the heart of our education system. The Department for Education already sets standards for the safe use of technology, but settings are often still left to make sense of whether technology products meet those standards. These can be complex and technical issues about data protection or content safety, for example. That is why we are launching today’s consultation, which will invite views on whether certification for specific categories of technology should be introduced. It will explore which types of technology pose the greatest risks, including through exposure to harmful content, the use of children’s personal data and the impacts on cognitive development or social and emotional wellbeing. The consultation will ask about the standards and criteria that should underpin any scheme. The aim is to reduce the risk of harm to children, remain proportionate for suppliers of all sizes, be robust over time and be useful for educational settings. Findings from the consultation will inform the design of any future certification scheme, including the appropriate timescales for its introduction. The proposed change to mobile phone guidance and the consultation on edtech safety certification meet the Government’s wider vision for childhood and education. International evidence, including the latest results from the programme for international student assessment, shows the strength of England’s education system. We are determined to go further to improve reading, writing, oracy and numeracy; to strengthen engagement; and to make schools unmissable for children. We want to go further on the depth and rigour of reading, so that we can inspire a love of reading for all children. PISA highlights the risks when technology begins to replace the challenge, rigour and human interaction that define great teaching and learning. Technology has a place in our classrooms, but it should always be in support of learning, not become a substitute for it. To quote directly from PISA’s recent report: “Technology can be a powerful amplifier of learning, but only if students are equipped with the cognitive and metacognitive tools to use it wisely. That means protecting time for reading in the school day. It means designing digital learning platforms that reward reflection, not just reaction.” This Government are determined to get ahead of these challenges by shaping the role that technology plays in children’s lives, rather than leaving children to be shaped by it. I commend this statement to the House.