What is the guidance trying to achieve?

In simple terms, the guidance is about helping schools run a school day where phones are not being used in lessons, corridors, break or lunch. It explains how schools should create, put into practice and keep under review a policy that prohibits mobile phone use — and how they should tell pupils, parents and staff what the rules are.

Is the guidance legally binding?

At the moment the guidance is non-statutory. That means it does not create new legal duties by itself — but schools are expected to take it into account when setting their rules. Ofsted may also look at a school’s mobile phone policy and how well it is being enforced during inspections.

The guidance sits alongside other key guidance on behaviour and safeguarding:

Behaviour in Schools – Advice for headteachers and school staff Feb 2024

Keeping children safe in education 2025

The Government has recently indicated its proposal to introduce a legal ban on smartphones through an amendment to the Children’s Wellbeing and Schools Bill.

Which schools does this apply to?

The guidance applies to all schools in England, including state-funded and independent schools including:

  • maintained schools
  • academies
  • free schools
  • non-maintained special schools, and
  • independent schools

What should you expect from your child’s school?

  1. A clear, accessible policy

  • The policy should say plainly that pupils must not use mobile phones (and similar devices such as smartwatches) during the school day.
  • It may be part of the school behaviour policy or a separate document — either way, it should be easy to find and understand.
  • It should cover the whole school day (lessons, changeover times, break and lunch) — not just classroom time.
  • Schools should also think through the practicalities, for example:
    • requiring phones to be left at home (or handed in on arrival), or
    • using lockable phone pouches so pupils cannot access devices during the day.

  1. Clear communication with families

  • The policy should be published and easy to access (typically on the school website).
  • You may be asked to read the policy with your child and confirm you both understand it — and to support the rules at home.
  • Schools are encouraged to explain the “why” to pupils, including risks such as:
    • distraction and reduced focus (which can affect learning)
    • increased opportunities for bullying or unkind online behaviour
    • behaviour incidents linked to phone use
    • supporting face-to-face social interaction and wellbeing.
  • You can also expect staff to follow the same standards (for example, avoiding personal phone use in front of pupils where possible).

  1. Fair and consistent enforcement

  • The policy should explain what happens if the rules are broken — for example:
    • confiscation (and how/when the phone will be returned), and/or
    • detention or other behaviour sanctions.
  • Most importantly, you should see the policy applied consistently across year groups and staff teams. Inconsistent enforcement is often where disputes start.

  1. Sensible exceptions and reasonable adjustments where needed

  • Some children need access to a device for health or disability-related reasons. In those cases, a blanket ban may need an exception or a reasonable adjustment.
    • For example, some pupils with diabetes use phones to help monitor blood glucose levels.
  • Where an exception is agreed, schools can still set sensible limits (for example, use only at specific times/places) to balance the child’s needs with the wider policy.
  • In practice, schools need to keep in mind:
    • their duties under the Equality Act 2010 (including reasonable adjustments for disabled pupils), and
    • the statutory guidance on supporting pupils with medical conditions at school.

Conclusion

A well-run mobile phone policy can reduce distraction and remove some flashpoints for bullying and classroom disruption.

Where parents tend to need support is not the existence of a policy, but what happens next: uneven enforcement, disproportionate sanctions, or a failure to recognise that a particular child needs an exception because of disability or a medical condition.

If concerns arise, start with the basics: check the written policy, ask how it is being applied in practice, and keep communications factual and in writing. If your child has SEND, a disability or a medical need, you can ask the school to explain what adjustments or exceptions will be put in place and how these will be communicated to staff.

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