Babies and under-fives will be at school before we know it — those first few years go by so fast! With that in mind, there is a hot topic that parents of such little ones need to be aware of: the case for stopping children from accessing mobile phones at school. Much has been said in the press recently about the subject. However, what is the evidence that removing access to mobiles will improve children’s education and well-being? Well, according to a ban undertaken in schools in the Netherlands, there is some very good evidence. After two years of the Dutch mobile phone ban, we now have some clear findings. We’ll take a look at those and explore the issue in today’s topic: The Case for Banning Mobile Phones at School.
The Dutch Ban on Mobile Phones in Schools
It was more than a trial in the Netherlands; the Dutch government effectively banned* access to mobile phones by students in schools. The idea was to encourage better concentration in lessons, remove the distractions invariably caused by mobiles, and thereby improve academic performance and outcomes for the students. That mobile ban began 2 years ago. Subsequently, smartwatches and tablets were also added to the list of banned devices — smart devices are simply not allowed. Signage is typically displayed at school gates, announcing that any smartphones and devices must be stowed securely in children’s lockers from the moment they enter the school building. Better still, leave them at home!
* This wasn’t a new law, as such. Instead, it was an agreement between the Dutch government, schools, teachers, and parents, who all bought into the initiative. Such an approach got everyone on board and was far quicker to implement than waiting for a law to be passed — an innovative and, it turns out, effective approach.
What Are Teachers Saying?
Firstly, because the scheme is a buy-in by parents, teachers, school heads, and the government, teachers do not feel alone in the enforcement of the phone ban. It’s a multi-stakeholder initiative and, as such, attracts minimal friction, leaving teachers liberated from the need to significantly ‘police’ it.
The Dutch teachers believe the mobile phone ban in schools is a success. Children have better focus in lessons and while undertaking school work. Attention is significantly improved. Unsurprisingly, therefore, teachers are seeing an improvement in academic performance as a result.
What’s more, teachers have noticed that children are calmer and more relaxed. They no longer have to concern themselves with communications coming from all quarters, being photographed by peers, or images of them being posted to social media.
What the Data Says About The Dutch Ban
Such findings by teachers are backed up by data from the Dutch mobile ban. A study commissioned by the Dutch government found that about 75% of schools surveyed confirmed a significant increase in the levels of student concentration. A third showed clear improvements in children’s academic performance, and two-thirds experienced an improved social climate as a result of the mobile phone ban. Bullying levels were seen to drop in other similar studies.
“UNESCO called for smartphones to be banned from schools as evidence showed it was linked to reduced educational performance and that excessive screen time had a negative impact on children’s wellbeing.” — Gov.uk(∞)
What Are Students Saying?
Children inevitably had initial misgivings and perhaps mixed feelings when the ban first came into force. After all, mobile phones, particularly Internet-connected smartphones, are multifaceted and alluring pieces of kit that some may argue are even addictive. So, some children were inevitably anti-ban. However, children in Dutch schools are now finding themselves living more in the moment, whether socialising with friends, at play, or in the classroom. They are now more present. Some, who had expected school life without a smartphone to be a retrograde step, report that they went on to experience no downside at all. Furthermore, students are saying that they are not making up for lost smartphone time before or after school. They’re becoming more social in real life.
“By the age of 12, 97% of children have their own mobile phone, according to Ofcom. Using mobile phones in schools can lead to online bullying, distraction and classroom disruption which, in turn, can lead to lost learning time.” — Gov.uk
How Do the Provisions for Mobile Bans in Schools in England Compare?
While, as yet, there is no official government ban on mobile phones in schools in England, they are strongly discouraged via official guidance. That said, the government continues to explore the possibility of an outright ban and has updated its guidance for schools as recently as this year (2026).
While it’s guidance from the government for now, the majority of individual schools in England have already banned mobile phones in some way. Exact policies vary, but if brought to school, many require them to be handed in or locked away, for example, in lockers or special pouches. Some have even installed charging points within lockers as an incentive for kids to stow them inside.
“The Department for Education says phones ‘have no place in the classroom’, and that Ofsted will be judging the implementation of schools’ phone policies going forward.” — BBC
Is There a Downside to Banning Mobile Phones in Schools?
Safety-conscious parents may previously have used smartphones to track the whereabouts of their children, including at school. If the phone is in a locker, though, that’s not possible. However, this is easy to fix with something like a Bluetooth tracker. Various options and suppliers are available, using several different technologies for the tracking element. An Apple Air Tag is a well-known example. Like many of the other tracking devices, these are small enough to put in a child’s pocket or pencil case, or to attach to a backpack.
Another current downside in England, at least for now, is that a phone ban can be tricky to enforce. That’s not least because of the challenges of making a school phone-free without a legal ban. Some children may also simply hide phones, making them silent, or switching them off for stretches of time. A full, legal ban, however, may hold more weight against activities, as more people would buy into the rules by default. And, with all children following the same rules, there would no longer be a fear of missing out.
“Nearly a quarter of five-to-seven-year-olds now have their own smartphone, and nine out of 10 students own a mobile phone by the time they reach secondary school, according to Ofcom.” — BBC
What About Children Under Five?
Today’s post is timely because the Government released new guidance just this week (late March 2026), recommending that children under five should spend no more than one hour a day on screen time. The advice goes on to recommend that children aged under two should avoid screentime completely, except where it is shared with an adult as part of a bonding activity, interaction, or conversation.
Final Thoughts
There is no doubt that smartphones, and even so-called dumb phones, don’t belong in the classroom — or playground for that matter. And removing children’s access to them at school does seem to result in some very positive outcomes. That’s a fact that should come as no huge surprise, given what a distraction they can be. With that in mind, the UK government continues to tighten up guidance and further explore the possibility of a legal ban.
The debates and news around the use of smartphones by children continue to swamp the news this month. As we said near the start, it’s a very hot topic right now. Just this week, Meta and Google were both found to be liable by a U.S. jury for building addictive platforms that harm children’s mental health, according to the BBC and other news outlets. We may come back separately to the topic of screentime and use of social media by children in due course, so watch this space!
Little Cedars: a High-Quality Childcare Provider in Streatham
Year-Round Childcare Services in Streatham — Little Cedars Day Nursery
We hope that today’s article from our comprehensive blog area is of interest to parents. For those with children under five living near Streatham, Little Cedars Nursery represents a wonderful choice for weekday childcare. We’re open virtually all year round and are conveniently located close to Streatham, Streatham Common, Streatham Hill, Streatham Park, Tooting, Furzedown, Balham, Norbury, and Colliers Wood. We offer fabulous facilities, wonderful staff, and a warm, homely environment for babies, toddlers and under-fives. Children at Little Cedars Nursery are given the very best start, as attested by our good Ofsted rating, and we support funded childcare places for eligible children.
If Little Cedars Day Nursery sounds of interest, please get in touch today to explore a possible nursery/preschool place for your baby or child under five:
Each year on 20 November, families, nurseries, and schools around the world mark World Children’s Day — a global celebration of children and a reminder that every child deserves to be safe, loved, and heard.
At Little Cedars Nursery, we believe childhood should be filled with discovery, laughter, and a sense of belonging. Each day presents countless opportunities for children to explore their world, build friendships and develop confidence in who they are.
The values behind World Children’s Day are deeply woven into the early years. When children feel valued and respected, they learn to value and respect others. Through play, they develop empathy — comforting a friend who feels sad, or cheering when someone else achieves something new.
Even the youngest children have ideas, preferences, and opinions — and part of our role is to listen carefully to them. That might mean noticing a baby’s cues and interests, or responding when a toddler points out something new they’ve discovered.
While World Children’s Day falls just once a year, its spirit is something we celebrate every day. Each time a child is encouraged to speak up, to show kindness, or to follow their curiosity, they’re practising the values that shape a fair and caring world.
In today’s world, electronic screens are everywhere — from TVs and smartphones to tablets and games consoles. Even our youngest children are growing up in increasingly digital environments. While technology brings many conveniences, intentionally unplugging can offer profound benefits for little ones and their families. Whether it’s for a day, a weekend, a holiday, or even longer, the value gained from a ‘digital detox’ may surprise even the most dubious amongst us. Today’s post investigates.
Research consistently shows the positive effects of stepping away from our screens. Studies report that a digital detox can lead to decreased stress and anxiety, improved mood and well-being, and even better physical health through healthier, less sedentary, lifestyles. Pausing the use of electronic screens can even help reset our perception of time, making days feel longer, fuller, and more engaged.
When families go screen-free, the benefits extend well beyond the individual. Removing screens often rekindles face-to-face interactions and facilitates more laughter and unfiltered conversations within the family. Parents who’ve tried it report a renewed sense of connection and deeper engagement with their children. Even short periods of unplugging can turn into lasting changes—more shared stories, more creative play, and more real presence.
Better sleep for everyone with children tending to drop off more easily and adults feeling more rested.
Begin by designating screen-free boundaries, such as bedrooms or mealtimes, and/or set a daily screen-free hour in the evening.
The evidence clearly shows: families who have periods free of electronic screens will benefit. A digital detox enriches and elongates days. It enhances sleep quality for children and adults by facilitating their natural rhythms. Days feel more spacious and calm without digital distractions and imaginative play soon steps in and thrives. In the absence of screens, children are also likely to get outdoors more often — and benefit from everything nature and outdoor play have to offer. Mental health and even academic grades are also likely to improve when this happens.
At first glance, this devotion to a single story might seem puzzling. As adults, we crave novelty and variation, and it’s tempting to encourage children to explore new titles or gently steer them towards something ‘different’. But this desire for repetition is not only entirely normal for infants, toddlers and preschoolers — it’s actually a sign of healthy development. In fact, there’s a great deal happening beneath the surface every time your child requests a beloved book for the umpteenth time.
There is also an emotional component to repeated reading. When a child hears a favourite story in the voice of a parent or trusted adult, it creates a strong sense of connection. The warmth, tone and rhythm of familiar words spoken by someone they love reinforce a feeling of safety and belonging. For many children, this shared experience becomes part of their routine, and returning to a much-loved story can offer comfort in moments of transition, tiredness or uncertainty.
One of the clearest benefits of repeated reading is vocabulary development. Hearing the same words and phrases over time helps children internalise them. This is especially important when books introduce new or more complex language than a child might hear in everyday conversation. By encountering those words again and again in a familiar context, children begin to understand them more deeply and even start to use them in their own speech. The rhythm and rhyme found in many favourite books further support this by making the language more memorable and easier to imitate.
At home, parents or carers can support this by continuing to follow a child’s lead. If your child keeps choosing the same book, that’s a good thing — it means they’re connecting with it. You can enhance the experience by reading with enthusiasm, pausing to let your child fill in familiar lines, or asking gentle questions like “What happens next?” or “How do you think they feel here?” If your child wants to tell you the story instead, even better — this kind of role reversal strengthens memory, language, and storytelling abilities.
Eventually, children do move on. When they’ve had their fill of a particular book, they’re often ready to explore new stories with a richer set of skills in place. The comfort and confidence gained from repeated readings help them approach unfamiliar books with greater interest and less frustration. So rather than seeing repetition as a rut, it’s helpful to view it as a bridge — a way for children to move steadily from the familiar to the new.
Our practitioners are skilled at making repeated reading feel fresh and interactive, even when the story is already very familiar. By using expressive voices, gestures, and encouraging children to join in with key words or sounds, we help bring the story to life each time. Children are often invited to take on the role of storyteller themselves, turning pages, pointing to pictures, and even “reading” aloud from memory. These small but powerful moments help build confidence and strengthen communication skills in a way that feels natural and joyful.
With warmer weather and plants and trees flourishing wherever we look, it got us thinking about some creative children’s activities, inspired by nature. One simple starting point is the humble leaf, which can lend itself to a surprisingly wide range of creative activities for children to enjoy. Such activities will not only draw children’s attention to 
The first thing children will need is, of course, a selection of suitable leaves. To give them enough scope for a wide range of creative activities, we suggest families forage a variety of different sizes and shapes. We suggest focusing primarily on tree leaves as these are likely to be fairly robust, come in lots of different forms, and often have well-defined ‘vein’ structures. Oak leaves, sycamore, beech, hawthorn, horse chestnut, lime, sweet chestnut and silver birch would represent a nicely varied selection, for example. Download our 
One of the most straightforward activities using leaves is for children to simply paint them. The youngest will love painting one side of each leaf in a different colour — or even adorn them with patterns like spots, zigzags, hearts, and stripes. Once the paint is dry, the leaves can be used in a variety of different ways. For example, they could be glued into an attractive design on a sheet of paper/card and displayed in a frame, made into a garland for the wall, bunched together to form an attractive hand-held fan, glued to a circle of paper or card to form an attractive crown, or glued to an upturned stick or tree sprig to represent a colourful tree. These are just a few ways they can be used once painted and, indeed, coming up with ideas is all part of the fun and creativity for children!
Collages made from leaves can also be very easy for children to accomplish; they just need a base card or paper, child-safe glue, some leaves and perhaps some flowers too. Ideally, leaves should be flat and, even better, dried. This can be achieved through pressing, which is explained later. For added beauty, add fresh or pressed flowers of different colours too — perhaps even other items like stars and glitter. Children can then gradually build up an attractive design (rather like organic wallpaper) or a simple picture like our example. It will result in a fascinating piece of leaf and flower art that can be displayed in the home — something for children to be proud of!
A freshly painted leaf can also be used to make leaf prints. When the paint is still very wet, children should simply turn their leaves over and press all areas of them against a sheet of paper or card. Doing this by hand is OK but if you have a roller, even better! In this way, the paint is transferred to the sheet and will typically show the leaf shape and all the structural veins of the donor leaf. And, by repeating the process with one or more leaves and colours, a design or picture can be gradually built up on the sheet. This might be as simple as a repeat pattern or as complex as a pictorial scene. By adding other media like painted or drawn lines, leaf prints could, for example, represent a forest on a hillside. Add little figures of people and perhaps little dogs underneath each ‘tree’ and it’ll start to come to life!
A leaf-rubbing activity is also fun and intriguing for little ones. Find a flat surface like a table or rigid sketch pad and place a thin sheet of paper over one or more leaves. By rubbing a thick wax crayon, charcoal stick, or soft-leaded pencil repeatedly over the sheet where there is an underlying leaf, the leaf’s form will gradually reveal itself. Children will be able to see the structural veins that form the leaf, along with leaf edges as they scribble. Children can experiment with different media, colours, and types of leaves to get different creative results.
eaves and small, non-bulky flowers can be dried and flattened through the process of pressing. All that’s needed is the leaves and flowers and a thick book of paper sheets — a large sketch pad is perfect or, alternatively, sheets of unprinted newsprint or blotting paper. Manually place single flowers and leaves between the leaves of the paper and then place something large, flat, and heavy over the entire thing and leave it for anything from a couple of days to a couple of weeks. How long will depend on the type of leaves and flowers involved (and how dry and flat they were to begin with). Once ready, the flowers and leaves will be thin and dry, ready to use. They could, for example, be used individually as mementoes or bookmarks, or assembled with glue into ‘pictures’ via a collage, as explained earlier.
Another creative activity involving leaves is simply to represent them in pencil, paint, or other media of a child’s choice. Encourage them to look carefully at the leaf’s shape and detail, so they can try to mimic them in drawn or painted form. Drawing and painting are highly useful skills for children to develop and mastering such skills will prove useful throughout their educational years. If you, as a parent, are good at drawing or painting, perhaps join in the activity too. By doing so, you can show your child what is possible with some close attention to detail and carefully placed lines and strokes. As you build up your own picture, perhaps explain how you are achieving the results, so they can learn from your approach. And — who knows — perhaps you’ll discover that you have a budding artist in the family!
Whether dried, painted, or simply picked as they are, leaves can also be made into other objects, characters, and so on. Some leaves can look like other items, for example, a particular type of tree (the Tulip Tree a.k.a. Yellow-Poplar) has individual leaves shaped rather like t-shirts! Children could look out for these and perhaps paint them in their favourite football team’s colours, draw in legs, arms and a head to make people and — hey presto — they’ve created a person! Similarly, there are several leaves shaped like hearts which, once painted in a suitable colour, can be useful when making greetings cards for birthdays or Valentine’s Day.
Another example of how leaves can represent other things can be illustrated by simple leaves like beech leaves. Each of these looks rather like the shape of a classic flower petal. So, perhaps a child can be encouraged to fan several around in a circle, almost tip to tip, to look like a big flower head. Children can paint the circle in the middle or glue a circle of coloured paper or wool there to represent the centre of the flower. And, if they start with a paper large enough, they could create several of these and make a picture of multiple flowers made of leaves. Use thin twigs, wool, or drawn crayon lines for stems and perhaps longer, thinner leaves to make the flowers’ leaves.
The activity ideas above are just a starting point and there are plenty more that are possible with leaves. Whether it’s dried leaves painted, glued and varnished onto pebbles to form paperweights, dried leaves gently sprayed with perfume to form pot-pourri, or suspended leaves that form a mobile, the possibilities for leaf art are almost endless! We hope our ideas today inspire children to use their imaginations and make some beautiful creations — all with simple, humble leaves.
In addition to being fun and creative, these activities all support the Early Years Foundation Stage curriculum for under-fives. EYFS areas supported by the activities include:
Families: get ready for World Wildlife Day! On 3rd March each year, we celebrate UN World Wildlife Day, an important event that is all about protecting nature’s flora and fauna. At nursery age, little ones are naturally curious and eager to learn more about the world around them. World Wildlife Day is therefore the perfect opportunity to inspire a greater love for nature and wildlife in our young. Exploring the wonders of plants, trees, and the animal kingdom teaches them more about the world and also helps children develop key skills like language, creativity, and empathy. Whether through outdoor play or wildlife-themed activities, engaging with nature’s wildlife can therefore create valuable early learning experiences. With that in mind, today’s post outlines some simple activities that children, including those under five*, can take part in to celebrate World Wildlife Day. We also highlight some of the benefits of nature to children towards the end of the post.
Getting outdoors is the best way to see wildlife, especially if your family lives near a park or the countryside. Rambles, picnics, and simple walks are all obvious options and, of course, wildlife sanctuaries are a good choice if you have one nearby. That said, while such outdoor options are amongst the best ways for children to connect with nature, sometimes they’re simply not possible. However, when that’s the case, there are plenty of other possibilities including bringing the wonders of wildlife into your nursery, home, or garden. Here are some engaging, age-appropriate activities that will allow children to take part in World Wildlife Day whatever their circumstances:
Most children naturally take to drawing, so encouraging them to draw wild animals, plants and birds will be a popular suggestion, especially around the time of World Wildlife Day. For example, they could try drawing British mammals like rabbits and squirrels, jungle animals like elephants and tigers, or sea creatures like dolphins and whales. To make it easier, perhaps give them some visual reference to inspire them. They could choose from a variety of media, be it pencils, crayons, paints, or collages — or something entirely different. Playdough or salt dough models are also an option. Children naturally love to create and, once complete, perhaps display their pieces to encourage future progress.
Reading books about wildlife will introduce children to new animals and habitats. Great options for younger under-fives include ‘Dear Zoo’ by Rod Campbell and ‘Brown Bear, Brown Bear, What Do You See?’ by Bill Martin Jr. (author) and Eric Carle (illustrator). Also, of course, children and families have the option to tell each other made-up stories. They’re a great way to encourage creative thinking and can be approached in a number of different ways. For example, a parent could tell a story first to give the child an idea of 
Try making some simple bird feeders with your children. There are lots of easy ways to make them as outlined in our dedicated guide, 
Create a simple scavenger hunt using pictures, words, or our free nature hunt sheets to encourage children to find different natural objects like leaves, feathers, and pine cones. This activity builds children’s observation skills, gives them deep insights into nature, and instils in them a better appreciation for the environment. Currently, free reference sheets are available for 
Engage children with easy science experiments, like 
Spending time in nature or learning about wildlife isn’t just fun—it has incredible benefits for early childhood development. To harness such benefits, families can incorporate nature-based learning into children’s routines in a variety of ways. Examples include organising outdoor exploration sessions, setting up small wildlife observation areas, and using nature-themed storytelling to engage the young learners. Connecting children with nature:
Incorporating wildlife into children’s activities doesn’t have to be limited to one day. Encouraging youngsters to notice the birds in the garden, look for insects on nature walks, or watch the changing seasons can gift them a lifelong love of nature. Parents and families can make wildlife observation a regular habit, perhaps by keeping a simple nature sketchbook where children can draw or glue in pictures of what they see, or by creating a wildlife corner at home with books, nature finds, and small child-safe plants. Even setting up a bird-watching station near a window can turn everyday moments into exciting learning opportunities. By celebrating World Wildlife Day, we can inspire the next generation of nature lovers—one little explorer at a time!