Saying Goodbye to 1:1 Devices: One Year On

One year ago, Phoenix House moved away from its 1:1 device programme.

Twelve months later…

I have absolutely no regrets. In fact, if I were making the decision today, I would make it even faster!

When we announced our move away from individual iPads and MacBooks, it wasn’t because we were “anti-technology” … far from it. It was because we believed reading, writing, speaking, thinking, oracy and creating are the foundations upon which everything else is built. Technology certainly has an important place within the curriculum, but we no longer believed it should be at the centre of children’s daily learning experience.

In fact, stepping away from 1:1 devices has allowed us to invest more purposefully in the technology that genuinely enhances learning. Over the past year, we have strengthened our STEAM provision through the appointment of a Specialist Science Teacher, creating more opportunities for practical scientific investigations in our Science Lab. We have continued to raise the level of challenge in mathematics, with a high proportion of pupils working above UK age-related expectations. We have refreshed our Computing curriculum, invested in coding resources, 3D printers and shared class sets of iPads, ensuring technology is available when it genuinely enriches learning, not just because every child has a device on their desk.

Over the past few weeks, we invited our staff and parents to reflect honestly on the impact of removing 1:1 devices. We were delighted to receive responses from 36 members of staff and 107 parents, providing a valuable picture of how the change has been experienced across our school community.

Across every year group, teachers reported consistent observations. Children appear more present, lessons feel calmer, pupils sustain concentration for longer and demonstrate greater resilience when learning becomes challenging. Several teachers commented that without an iPad sitting permanently on every desk, children think about devices less and focus on their learning.

Just as importantly, academic standards have remained exceptional. This year, Phoenix House achieved the strongest outcomes in our school’s five-year history. While many factors contribute to pupil success, these results provide reassuring evidence that moving away from 1:1 devices has certainly not compromised academic achievement. They reinforce something we have long believed: exceptional teaching, not simply more ed tech or apps, is what has the greatest impact on children’s learning. High expectations, strong relationships, rich discussion, children reading books, writing by hand, thinking deeply and persevering through challenge. Technology is a powerful tool, but it is not a substitute for great teaching.

Parents reported noticing:

• Improved ability to focus for sustained periods.
• Reduced recreational screen time for many children.
• More time spent reading.
• More creative play.
• More conversations with family.
• More outdoor play
• Greater engagement with hobbies and interests.
• Increased pride in paper-based homework.
• Positive changes in patience, mood and emotional regulation for many children.

100% of parents described the decision to remove 1:1 devices as either “Very Positive” or “Mostly Positive.” One parent shared the pleasure of watching their child’s paper-based homework book gradually fill throughout the year. Their Prep 3 child would regularly flick back through previous pages, proudly seeing tangible evidence of how much they had learned.

Another wrote:

“More patient. Easier to satisfy. Able to play by themselves.”

PH teachers highlighted:

• Better concentration during lessons.
• Greater resilience when learning becomes difficult.
• Improved independence and self-reliance.
• Richer pupil-to-pupil interaction.
• Less reliance on instant rewards and gamified learning.
• More children choosing books during independent time.
• A calmer, healthier classroom atmosphere.
• Technology being used intentionally rather than automatically.
• No measurable decline in academic standards, strongest outcomes to date.

Many also observed that pupils were increasingly motivated by the learning itself, rather than expecting a digital reward or badge at the end of an activity.

Technology will continue to transform our world. Artificial Intelligence will undoubtedly reshape education, and digital literacy will become increasingly important. None of that changes what primary-aged children need. At Phoenix House, we remain unapologetically committed to doing what we believe is right for children, even when it goes against educational trends.

A year ago, we chose to trust the timeless principles of a great prep school education.

One year later, our conviction has only grown stronger!

Ms Claire Fletcher

Founding Head of School