Effective and Balanced Screen Use at St Bartholomew’s

At St Bartholomew’s Primary Academy, we recognise that technology can play a valuable role in supporting teaching and learning. However, we are equally committed to ensuring that children experience a rich, balanced school day with plenty of opportunities for talk, play, practical learning and physical activity.

What Do We Mean by “Screen Use”?

In school, pupils will regularly see teachers using screens or the interactive board to model learning—for example, solving a maths problem, editing writing or demonstrating a process using a visualiser.

While this involves looking at a screen, it is very different from what is commonly described as “screen time”. Guidance around limiting screen time generally refers to extended periods of passive or recreational use, such as watching videos or gaming for long periods. For this reason, we do not consider this structured, educational use in the same way as independent or leisure screen time.

In our classrooms, screen use is:

• Purposeful – led by the teacher to support learning
• Active – pupils are thinking, responding, discussing and participating
• Short and structured – integrated into lessons rather than prolonged viewing

How Screens Support Learning

At specific points in the day, we may use short, carefully selected screen-based activities to enhance learning and support smooth transitions.

Early Years (EYFS) Examples

Morning Recap (from approximately 08:50):

• Maths Fluency: Brief Numberblocks clips (typically no more than two clips of around five minutes each) revisiting prior learning linked to the NCETM Mastering Number programme
• Handwriting: Teachers model letter formation on screen while children practise on whiteboards

Planned Curriculum Use:

• Mathematics:

  • Occasional Numberblocks episodes used within maths lessons (typically once or twice a fortnight)
  • Daily Numbersense sessions using short, teacher-paced slides with active pupil responses
  • Targeted use of iPads (e.g. NumBots) for short, adult-directed practice where needed

• Wider Curriculum:
  Carefully chosen clips such as Andy’s Animal Adventures, Fifi and the Flowertots or JoJo and Gran Gran may be used to support topics such as animals, growing and festivals

• Drawing Club:
  High-quality stories and occasional short animations are used to develop vocabulary, storytelling and creativity

• Movement and Activity:
  Short singing and movement videos (e.g. Danny Go, The Learning Station) are used to promote physical activity and engagement

Supporting Transitions and Routines

At certain times of the day, brief clips may be used to help children settle and refocus. For example:

• Getting ready for PE or end of the day
• Returning from lunch
• Wet play sessions

Where used, content is:

• Familiar and age-appropriate (e.g. Bluey, Hey Duggee)
• Short and purposeful
• Linked to children’s needs or current learning

Keeping Screen Use Balanced

Across the day, any passive or animated screen use is carefully limited. In our current provision, this typically amounts to:

• No more than 30 minutes in total across the day, and often less

As children move through the school, the same consistent principles apply:

• Purposeful – linked to the curriculum or a clear teaching aim
• Time-limited – short inputs rather than extended viewing
• Balanced – alongside rich opportunities for talk, outdoor learning, play and practical experiences

Our Overall Approach

Our aim is to ensure that technology enhances high-quality teaching while maintaining a strong focus on:

• Communication and language development
• Physical activity and wellbeing
• Social interaction and play
• Active, hands-on learning

This balanced approach ensures that children are engaged, supported and ready to learn, both with and beyond the use of technology.