Newham’s Cumberland School GCSE Results Soar After Smartphone Ban

Key Points

• Cumberland Community School in Newham persuaded half its students to delete social media apps during GCSE exams.
• Students gave up TikTok, Snapchat, and Instagram for two months, some surrendering phones to avoid distractions.
• The school’s progress score improved by a grade and a quarter, with 62% of students achieving at least Grade 5 in both English and maths.
• The results are 16 points above the national average across England.
• Headteacher Ekhlas Rahman called the social media ban a “game changer,” leading to better-than-predicted results.
• Ofcom found 90% of 11-year-olds have smartphones and 99% of children use the internet, many younger than platform age limits.
• The previous Conservative government recommended banning phones in schools; some elite and multi-academy trusts followed suit.
• Think tank Policy Exchange reported schools with strict smartphone bans see GCSE grades one to two levels higher.
• The current Labour government resists a total phone ban, favouring the Online Safety Act’s protections while leaving decisions to schools.
• Cumberland Community School turned from “failing” five years ago to one of the top-performing schools under the Community Schools Trust.

What was the impact of the smartphone ban at Cumberland Community School?

As reported by the Daily Mail, Cumberland Community School in Newham, East London, achieved remarkable improvement in GCSE results after its groundbreaking smartphone ban was implemented in 2023. Headteacher Ekhlas Rahman explained,

“The social media ban was a game changer for us because all of a sudden our students were 100 percent focused on revising for their exams.”

The school persuaded half of its pupils to delete social media apps such as TikTok, Snapchat, and Instagram for two months over the exam season. Some students even surrendered their smartphones entirely to avoid distractions during this crucial period.

Following the initial success, the school repeated the strategy last year with similar positive outcomes. Rahman noted,

“The (2023) cohort that stuck to it throughout the revision and exam period did significantly better than they were predicted. We did it again this last year and the results were similar.”

The school’s overall progress score jumped by a grade and a quarter, which positions Cumberland Community School among the most consistently improved schools in the UK.

How do the new GCSE results compare to the national average?

The school now boasts that 62 per cent of its GCSE students achieved at least a Grade 5 in both English and maths. According to the Daily Mail, this is sixteen points above the national average across England, a dramatic leap for a school that was considered failing just five years ago. Rahman highlighted the hard work of both students and staff, saying,

“Huge credit goes to our staff and students who have put so much effort into this sustained improvement.”

Why has smartphone usage among children become a concern?

Concern over the impact of smartphones on children’s education and development has grown widely. Ofcom’s research, cited by the Daily Mail, found that 90 per cent of 11-year-olds already own a smartphone, with 99 per cent of children spending time online. Despite most social media platforms setting a minimum age of 13, up to six in 10 children aged 8 to 12 reportedly have their own account. Ofcom also warned that three in five schoolchildren have been contacted online in a way that made them feel uncomfortable.

What are the government and schools’ responses to smartphone use in education?

The Conservative government previously issued guidance urging headteachers to ban smartphones in schools, as reported by the Daily Mail. Then education secretary Gillian Keegan called for a ban on phone use even during break periods. Following this, elite institutions such as Eton College banned all but basic “brick” phones for Year 9 students during the school day. Large trusts like the Ormiston Academies Trust, which oversees over 35,000 pupils, cited an “overwhelming” link between excessive smartphone use and poor mental health to justify banning phones in classrooms.

A think tank Policy Exchange study highlighted that schools with strict smartphone bans or secure phone storage consistently achieve GCSE results that are one to two grades higher compared to schools with more relaxed phone policies.

Why has the current Labour government resisted a total smartphone ban in schools?

Despite evidence supporting phone restrictions, the Labour government has resisted calls for an outright ban. A spokesman told the BBC,

“We all want to find the best way of ensuring children are kept safe while also benefiting from the latest digital technology.”

The government emphasises the upcoming Online Safety Act, which aims to shield children from harmful and age-inappropriate online content through enforced age verification and stronger safeguards.

The spokesman added,

“The vast majority of schools already handle the use of mobile phones effectively, including with bans. Legislating for an outright ban would simply remove the autonomy from school leaders who know their pupils and their communities best.”

This position reflects a preference to empower schools to design phone-use policies that fit their individual circumstances rather than impose a universal ban.

How has Cumberland Community School’s transformation influenced other schools?

Rahman said he was not surprised that other schools were starting to follow Cumberland Community School’s lead.

“Five years ago this school was failing its students,”

he explained.

“That meant they were not getting the grades to go into higher education. Now we are among the top performing in the country, it means much greater opportunity for our students.”

The inner-city academy is operated by the Community Schools Trust, which has overseen this turnaround. Rahman’s remarks underscore a growing belief among educators that reducing distraction by limiting smartphone usage can have a dramatic impact on academic achievement, particularly in high-stakes examinations like GCSEs.

What do teachers, parents, and students say about the smartphone ban experiment?

Coverage from various media indicates that teachers have welcomed the focus and discipline the ban brought. Parents have been divided but many appreciate the improved results and the reduced exposure to social media distractions during exams. Students who agreed to delete social media apps or hand over their phones reported initially feeling isolated but ultimately recognising the benefit to their revision process.

The experiment at Cumberland also reignited debate around striking the right balance between digital access and educational focus — a continuing challenge for schools navigating a digital-first generation.

What broader implications does the ban have for education and child welfare policy?

The Cumberland case adds to a growing body of evidence that suggests limiting smartphone use in schools can positively affect academic performance and mental health. It also raises important questions about how digital technology should be integrated into education in a way that supports learning without undermining concentration or wellbeing.

As debates continue nationally and policies evolve, Cumberland’s journey offers a practical example showing that focused revision time free of smartphone distractions can lead to measurable improvements. It also highlights the role of school leadership, teacher commitment, and student cooperation in making such initiatives successful.