Berkshire nursery removes screens to boost child development and play

A nursery attached to a primary school in Berkshire has taken the decisive step of removing screens completely from its early years environment, while limiting their use in Reception to targeted activities. The initiative represents a deliberate shift towards prioritising hands-on, sensory-rich experiences for children from birth to age five, creating space for imaginative play, physical development and face-to-face interaction during these critical formative years. The decision comes amid wider national debates about screen time and its impact on child development, with early years educators increasingly questioning when digital technology truly adds value to learning. By operating as a screen-free setting, the nursery aims to ensure that children develop the communication, motor and social skills that underpin later academic success, before encountering more structured digital learning as they progress through school. For local authority cabinet members and lead members for children's services, the case offers a practical example of how early years settings are navigating the tension between preparing children for an increasingly digital world and protecting childhood experiences. It raises important questions about sufficiency of provision, parental expectations, and how local policies can support settings to make evidence-based choices about technology use in the Early Years Foundation Stage.