2026 Summer Term

The know zone

  • Disadvantaged pupils: Decoding the data
    With growing policy focus on disadvantaged pupils, schools must utilise data to improve student outcomes. Tiffnie Harris explores what leaders should prepare for. More
  • Breaking the cycle
    Claire Green says meaningful reform means moving beyond endless GCSE resits and tackling the causes of low attainment much earlier. More
  • The power of three
    As schools face growing financial and operational pressures, Emma Harrison explores how a new joint report makes the case for a more integrated approach to leadership across governance, education and business. More
  • The missing 'word'
    As debate continues about how to solve the teacher recruitment and retention crisis, pensions remain largely absent from the conversation. Melanie Moffatt argues that overlooking the Teachers' Pension Scheme (TPS) risks undermining one of the profession's greatest strengths. More
  • No phone zone
    With the government set to place existing mobile phone guidance on a statutory footing, we're keen to hear how schools are responding. Do you already have a policy in place, and what does it look like? Here, ASCL members have their say. More
  • Open-door leadership
    Deputy Headteacher Kate Johnston reflects on ASCL Council, shaping policy, and how an open-door approach underpins her leadership. More
  • Ofsted for Parents
    School leaders often feel they're held accountable for almost every aspect of young people's lives. But what if parents faced similar scrutiny? Carl Smith explores an Ofsted inspection for parents. More

With the government set to place existing mobile phone guidance on a statutory footing, we’re keen to hear how schools are responding. Do you already have a policy in place, and what does it look like? Here, ASCL members have their say.

No phone zone

Balanced phone policy 

Mobile phones in schools are an issue, but this is not simply a child issue; it is a wider societal one. Adults are just as dependent on their phones as young people. Therefore, we should focus less on outright bans and more on education, helping children learn responsible use and supporting parents to manage this at home. 

Phones clearly have many positive, productive and educational uses. However, tighter regulation and policing is needed of social media and other online activity that can expose young people to risk. At Highgate Wood School, phones aren’t banned, but their use during the school day is. 

Patrick Cozier
Headteacher, Highgate Wood School 

Two-tier approach 

We’ve taken a two-tier approach from September 2025. All existing students in Year 8 upwards use pouches for the remainder of their time in school, but Year 7s don’t use pouches as they aren’t permitted to bring smartphones. They can bring basic phones from a list of permitted devices – no camera, internet or apps (meaning no group chats). This grows with them and future cohorts until the end of Year 11. 

We have to support families in taking collective action to normalise children not having smartphones. This facilitates safeguarding, wellbeing and learning. This also means school leaders aren’t indefinitely committing time and resources on pouches and other infrastructure that distracts from our core purpose. The DfE must ensure that updated guidance clearly distinguishes between smart devices and basic phones. 

Michael Worth
Deputy Headteacher, The Misbourne 

Balanced digital futures 

Our approach has evolved to address the ever-increasing concerns about smartphones. We are strengthening our no phones policy (currently switched off in bags), including stopping any usage on-site before the school day and escalating sanctions beyond our current overnight confiscation. 

We are also proud to be collaborating with all secondaries in Brighton and Hove to implement a smartphone-free policy for Year 7 students from September, building on the work of our primaries who have embedded this. 

We recognise though the dichotomy of our students needing to be prepared for a world where screens and smartphones are ubiquitous and future employment is likely to rely on their ability to critically analyse AI-generated information and to utilise AI effectively themselves. We are therefore adding ‘Digital Literacy’ into our Year 9 curriculum to teach these skills, supporting our students to learn to use the technology that surrounds them safely. 

Kate Claydon
Headteacher, Blatchington Mill School 

A device-free culture 

At Regent High School, our approach is simple: we are a ‘no phone zone’. Pupils know this, staff apply it consistently, and families understand the rationale behind it. 

Our policy applies to all electronic devices, not just mobile phones. Devices must be switched off and out of sight throughout the school day. Sixth form students have limited permitted access in designated areas only. 

The key to success has been clarity, consistency and culture. Expectations are reinforced through assemblies, signage, tutor time and daily routines. Staff apply the policy consistently and pupils know sanctions will follow if devices are seen, heard or used. 

Pupils increasingly recognise the benefits themselves: calmer social spaces, greater focus in lessons, fewer safeguarding issues and stronger face-to-face interaction. A strong mobile phone policy only works when it becomes part of the culture of the school, rather than simply another rule. 

Gary Moore
Headteacher, Regent High School 

Transformational change 

This year, we introduced pouches, and this one single policy change has been transformational for our school. The introduction of a clear and consistent system around mobile phones has created calmer corridors, more purposeful classrooms, and a greater sense of focus across the school day. Staff report significantly fewer negative interactions and conflicts linked to phone confiscations, allowing relationships with students to remain more positive. We have also seen a noticeable reduction in students requesting to leave lessons to go to the toilet, as well as fewer incidents of social media-related issues during the school day. 

Staff and parents have strongly supported the approach, recognising the positive impact it has had on behaviour, concentration, and wellbeing. Importantly, many students do themselves acknowledge that the removal of mobile phone distractions has improved their focus, increased engagement in lessons, and supported stronger learning habits, both inside and outside the classroom. 

Natalie Slade
Deputy Headteacher – Behaviour and Ethos, Chace Community School

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