When I first arrived at Stoke Primary School as early years lead, I faced a practical challenge that became a powerful learning journey. Our two Reception classes were sharing one large open plan space, but it was clear the children needed their own environments - places to build their identities and where they and their teacher could begin and end the day together, as a class.
After many trials and much debate, we found a solution: we commissioned a grounds company to convert our forest school roundhouse into an early years space. With 360-degree windows, twinkling lights, rugs and heaters, it soon became a magical, cosy classroom.
However, there was one problem: the roundhouse had no wi-fi and no screens.
At first, this seemed like an inconvenience. But what felt like a hurdle ended up transforming our entire philosophy on early education, and has had a lasting impact on the school’s pedagogy.
Rethinking how we teach
Our first challenge was practical: how would we deliver phonics and maths, both of which had relied heavily on screen-led teaching?
Without interactive whiteboards, Microsoft PowerPoint or anything digital, we had to strip everything back to the essence of what we were teaching. For me, this was uncomfortable at first. Like many teachers, I had trained in an era where technology was fast becoming essential.
However, we returned to the foundations of effective early years practice: manipulatives, spoken language, storytelling, movement and song. Planning became more intentional, and teaching more responsive. Instead of clicking through slides, we were modelling, talking, drawing and acting things out.
The impact on children and staff
The difference was immediate. The children were more focused, imaginative and full of ideas.
Communication and language flourished; our windows filled with chalk drawings and emerging words, and their sense of identity grew stronger each week.
By Christmas, the data confirmed what we had already seen. In phonics, 34 per cent of children taught in the roundhouse were “on track”, compared with 18 per cent of those taught through a screen-led approach.
Considering that none of our cohort had entered Reception “on track” for phonics in their baseline assessments, this progress was remarkable.
By the end of the second term, the roundhouse group showed stronger progress across almost every area of learning, especially in communication and language, where 76 per cent were meeting expectations, compared with 66 per cent in the classroom group.
This progress gap was so significant that, in the summer term, we swapped the groups. Those who moved into the roundhouse made accelerated progress, particularly in literacy and maths. We felt this proved that the difference lay not in the children or the quality of the teaching, but in the environment and approach.
One teacher, previously a strong advocate for screen use, completely changed her practice after moving into the roundhouse. Wherever she is teaching, she now delivers phonics, literacy and maths entirely off-screen by choice, not out of necessity.
What this means for our school
This experience has sparked a wider cultural shift. This year, neither Reception class has used their classroom screens once for teaching: a deliberate commitment to talk, exploration and real-world interaction.
We are not anti-technology, but we are now intentional about its use. We believe that in early years, in particular, screen use should be purposeful, rather than habitual. When planning new opportunities, we ask whether a tool deepens learning or replaces it; screens are no longer the default answer.
The change has also influenced our professional learning, which now focuses on communication and language, imaginative play and sustained shared thinking. It reminds us that high-quality early education relies on connection and creativity, not content delivery.
For early years departments considering going screen-free, I would make the following suggestions:
- Start small and model
Phonics is a great place to start, as it lends itself to physical resources like magnetic letters, sound cards or sand trays.
- Support your staff
Removing screens can feel daunting, so offer teachers alternatives and celebrate creativity.
- Communicate clearly
This isn’t about rejecting technology, but rebalancing children’s experiences to better support language development, imagination and independence.
- Use evidence
Gather data, observations and pupil voice to check that the shift is having the effect you intended.
- Keep purpose central
If a digital tool adds depth, use it. If it replaces thinking or conversation, rethink it.
What began as a logistical challenge to give two Reception classes their own space ended up transforming how we think about teaching and learning.
For our youngest children - especially those whose early years were shaped by lockdowns - switching off the screens at our school has switched on something far more powerful.
Lucy Fox is assistant headteacher and head of foundations at Stoke Primary School
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