Screens, Small Children and Finding the Right Balance 

Screens are part of modern family life. They help us stay connected, they can support learning, and for many parents they are simply part of getting through busy days. At the same time, we know that the early years are precious. What children experience in their first five years lays the foundations for language, relationships, wellbeing and learning for life. 

That’s why I welcome the government’s new practical, non judgemental guidance for parents on screen time for young children, which you can read in full here: 
https://educationhub.blog.gov.uk/2026/03/new-advice-for-parents-on-screen-time-for-young-children/ 

This guidance doesn’t pretend screens don’t exist, and it doesn’t blame parents. Instead, it focuses on something we talk about a lot across Empower Trust: balance, connection and intention. 

Why the early years matter so much 

By the age of five, children have already developed the majority of the skills they will rely on at school and beyond. Talking, listening, playing, being active, sharing stories and spending time with trusted adults all shape how children understand the world and their place in it. 

What the guidance makes clear is that large amounts of unmanaged screen use can sometimes crowd out these vital experiences — not because screens are “bad”, but because time is finite. Every hour spent passively watching is an hour not spent talking, moving, imagining or resting. 

This mirrors what we see in our nurseries and schools. Children thrive when they arrive ready to communicate, curious about the world and confident to engage with others. 

What does the guidance actually say? 

The advice is refreshingly clear and age appropriate: 

• For children under two, screen time should be avoided where possible, other than for shared activities that support interaction — such as video calls with family members. 

• For children aged two to five, families are encouraged to aim for no more than one hour of screen time a day, and less where they can. Screens are best kept out of mealtimes and avoided in the hour before bed to support sleep and routines. 

• Quality matters as much as quantity. Slow paced, age appropriate content is better for young children than fastmoving, highly stimulating videos. Watching together, talking about what’s on screen and asking questions makes a real difference compared to children watching alone. 

Importantly — and this really matters to us as a Trust — the guidance is clear that screen based assistive technology used to support children with SEND should not be treated in the same way. Inclusion and high expectations go hand in hand, and technology can be an important enabler for some children. 

Small, realistic changes 

One of the things I value most about this guidance is its realism. It doesn’t ask families to be perfect. Instead, it suggests small, manageable swaps that can build healthier habits over time, such as: 

• Sharing a bedtime story instead of watching a programme before sleep 

• Talking or playing simple games at mealtimes rather than using a device 

• Creating screen free moments in the day that prioritise talk, play and connection 

These aren’t about removing screens entirely — they’re about protecting the time young children need most. 

A shared message between home and school 

Across Empower Trust, we see ourselves as partners with families. When messages at home and school align, children benefit. This guidance supports what our early years teams already know: young children learn best through rich interaction, play, movement and relationships. 

Screens can be part of that — but they should never replace it. 

If you’d like to explore the guidance in more detail, including practical tips and examples, I’d encourage you to read it in full here: 
https://educationhub.blog.gov.uk/2026/03/new-advice-for-parents-on-screen-time-for-young-children/ 

As always, if families would like support or advice, our schools are here to help. We are strongest when we work together to give children the very best start in life. 

By Sam Scott – Director of Education

Understanding SATs: A Parent’s Guide

Over two years, our trust has worked together to define what great teaching and learning looks like. This led to FAME – our shared set of principles. They have evolved over time and have now been refined in line with the new OFSTED toolkit, been shaped by evidence, professional learning, and your feedback.

What is FAME? A quick reminder

FAME is our trust-wide framework for high quality teaching and learning, created collaboratively by leaders and staff. Developed through trials, feedback, and professional learning, it provides a clear, consistent set of principles that guide lesson design, monitoring, CPD, and classroom practice.
The result is a shared, practical understanding of effective teaching – rooted in what works.

Why FAME matters…

• A shared, simple language for effective teaching
• Supports strong modelling, feedback and assessment
• Strengthens consistency across phases and subjects
• Enables purposeful, focused observations
• Strengthen links between evidence-informed practice and daily teaching

What is new? FAME updated in line with the new toolkit

As part of our ongoing commitment to continual improvement, the FAME toolkit has been reviewed and updated, ensuring it aligns with:

• The latest research
• Aligned with the OFSTED Toolkit
• The most recent professional learning (including NPQLT and WalkThrus)
• Feedback gathered from staff across all schools

Across trust reviews, we continue to see that where FAME is applied consistently, it strengthens routines, retrieval, modelling, assessment for learning, independence, and pupil progress. These areas sit at the heart of the revised toolkit, providing greater clarity and usability for staff.

FAME built on evidence, and built with you

FAME was never intended to be a top down initiative. Its strength lies in the fact that it has been shaped organically:

• Schools trialled the FAME framework
• Staff provided structured voice and feedback
• Observations, monitoring, and QA cycles highlighted what worked

Designed with you – for real impact

Your insights, trialling and professional expertise have shaped this update. FAME grows stronger because you use it, refine it, and reflect with it.

What happens next?

We will continue supporting all staff to embed the updated FAME principles more consistently across classrooms. This includes:

See FAME in action

• Live modelling and coaching sessions
• Opportunities to see FAME in action across schools
• CPD directly linked to FAME principles
• Classroom walkthroughs and examples

In Summary

FAME is:

• Our shared teaching and learning principles
• Evidence-based and practice-informed
• Updated and improved using staff voice
• Central to how we plan, teach, observe, and improve

Thank you for your continued commitment to refining practice and supporting this trust wide approach. Your feedback has shaped FAME, and will continue to shape what comes next.

FAME = Simplicity. Clarity. Consistency.

Let’s keep embedding the principles that drive great teaching – and great learning.

Change is the one constant in life, yet it remains one of the hardest things for us to embrace. Whether in business, relationships, or personal growth, change often arrives with resistance, fear, and uncertainty. But what if the very key to navigating change lies in letting go, in reprogramming how we respond to challenges, and in learning to trust the ancient instincts that have guided humans for millennia?

The “let them” theory has gained attention because of its simplicity: when people reveal who they are, when they act in ways that don’t align with your expectations, you simply let them. Instead of trying to control, persuade, or carry the emotional weight of others’ actions, you allow them to do what they will—and you choose how to respond.

This principle is liberating because it shifts focus from control to clarity. By “letting them,” you conserve your energy for your values, your goals, and your growth. It isn’t about passivity; it’s about intentional detachment.

The human brain is wired for survival, not serenity. When faced with difficulties, our nervous system activates stress responses—fight, flight, or freeze—designed to protect us from danger. The challenge is that in modern life, these ancient mechanisms fire not just at predators but at emails, deadlines, or difficult conversations.

The good news is that the brain can be rewired. Through mindfulness, reframing, and conscious practice, we can reprogram our neural pathways to respond with calm rather than chaos. Neuroscience shows that repeated practices—such as pausing before reacting, deep breathing, or challenging negative thought loops—literally reshape the brain’s networks.

This is where emotional intelligence becomes a superpower. By noticing emotions without being consumed by them, we build resilience. Yet, emotional intelligence is not about endless tolerance. It’s about managing emotions in a way that aligns with both wellbeing and values.

Leadership today demands authenticity. People are no longer inspired by titles—they’re moved by leaders who act consistently with their values, who are transparent, and who show humanity in decision-making.

Managing change as a leader means being honest about uncertainty while remaining grounded in purpose. It means listening—not only to your team but also to yourself. Authentic leadership doesn’t chase approval; it stands firm in values and creates trust through consistency.

“Trust your gut” is more than a cliché—it’s an evolutionary gift. Long before we had boardrooms and strategy documents, our ancestors relied on instinct to survive. The gut, sometimes called the “second brain,” houses millions of neurons that communicate directly with the brain. This enteric nervous system helps regulate not only digestion but also intuition.

When our gut tells us something feels wrong, it’s often drawing from subconscious data—patterns we’ve absorbed but not yet processed consciously. In the caves of our ancestors, ignoring that gut feeling might mean walking into danger. Today, it might mean signing a contract that doesn’t feel right, or pursuing a role that isn’t aligned with our values.

Gut instinct is powerful, but like emotional intelligence, it requires management. We must learn to differentiate between fear of the unknown and genuine inner wisdom. This balance—listening while questioning—turns instinct into a refined decision-making tool.

To manage change is not to conquer it but to dance with it. The “let them” theory reminds us that freedom lies in detachment. Neuroscience shows us we can rewire our minds to respond with strength rather than stress. Emotional intelligence gives us the language to manage our inner world, and authentic leadership roots us in values. And finally, our gut—an ancient ally—offers a compass, if we learn to listen.

Change will always come. The question is: will we resist it, or will we grow with it?