Why recognising school device schemes as essential to learning matters

Across the UK, digital technology has become a fundamental part of education. Laptops, tablets and online learning platforms are now used daily by students to access resources, complete assignments and communicate with teachers.

However, an issue is emerging that is creating financial pressure for many schools. Current guidance does not recognise pupil device schemes, including one-to-one device programmes, as essential to learning.

This classification has important financial implications for schools that are trying to deliver modern digital learning environments.

As technology becomes increasingly embedded in education, many educators believe it is time for policies to reflect the realities of today’s classrooms.

The financial impact on schools and families

Many schools introduce pupil device schemes to ensure students have consistent access to technology both in school and at home. These schemes often involve families contributing towards the cost of a laptop or tablet used for learning.

However, under current guidance, schools cannot always reclaim VAT on devices that are funded through parental contributions. This means the cost of devices can increase by around 20 percent.

For schools operating within tight budgets, this additional cost can make digital programmes more difficult to sustain or expand.

For families, it can mean higher contributions at a time when many households are already facing financial pressure.

Recognising digital devices as essential learning tools would allow schools to reclaim VAT on equipment purchased as part of pupil device schemes. This would help reduce overall costs and make it easier for schools to expand access to technology.

Technology is now embedded in everyday learning

The classification of devices as non-essential can feel increasingly out of step with the way education now operates.

Many schools rely on digital platforms such as Google Classroom to manage communication, assignments and learning materials. Students regularly access coursework, submit homework and receive feedback through these systems.

Digital tools are also used for research, collaboration and revision. In many classrooms, technology is integrated directly into lesson delivery.

Increasingly, digital access is also required to support assessment and exam preparation. Many exam boards provide coursework resources, revision platforms and learning materials through online portals. Students are often expected to access resources, complete work and communicate with teachers digitally.

This means access to a device is no longer simply an advantage. For many pupils, it is now a core part of participating fully in their education.

What the pandemic revealed about digital learning

The COVID-19 pandemic highlighted just how essential digital technology is to education.

During lockdowns, access to devices determined whether students could attend lessons, communicate with teachers and complete their work. Without laptops or tablets, remote learning would not have been possible.

At the time, the government recognised the importance of digital access and provided devices to support remote education.

While classrooms have since reopened, the reliance on digital tools has remained. Learning today is increasingly blended, combining in-person teaching with digital resources and platforms.

This has led many in the education sector to question whether policies surrounding digital devices still reflect the realities of modern learning.

The wider issue of digital inclusion

Access to digital technology also plays an important role in ensuring equal opportunities for students.

When every pupil has access to the same tools, teachers can design lessons that assume consistent digital access. Homework, research tasks and collaborative work can be planned with confidence that all students are able to participate.

However, when access to devices varies between students, it can create barriers to learning.

Schools across the UK are working hard to close this digital divide. Device schemes are often introduced specifically to support inclusion and ensure that no pupil is disadvantaged because they lack access to technology.

Reducing the financial barriers associated with these programmes could help more schools expand digital access and support inclusive learning environments.

A growing national conversation

The importance of digital access has also been recognised at a national level.

In 2024 the UK government introduced its Digital Inclusion Action Plan, which aims to improve access to technology and digital skills across the country.

This initiative highlights the increasing recognition that digital access is essential for participation in modern society, including education.

As schools continue to integrate technology into teaching and learning, many educators believe that policies should evolve alongside these changes.

Supporting schools while the conversation continues

Technology will continue to play an important role in education. Digital learning platforms, online assessments and collaborative tools are now firmly embedded in classrooms across the UK.

However, it is important to recognise that one-to-one device schemes are not simply about providing devices to pupils. There is no direct link between parental contributions and the supply of a device.

Instead, these schemes support a much wider digital ecosystem within schools. This includes staff training, teaching methods, curriculum delivery, infrastructure, networks and IT support that enable effective digital learning across the curriculum.

Devices are one part of this coordinated approach. Parental contributions often help schools support these programmes at a time when education budgets remain under significant pressure.

While discussions around policy and VAT treatment continue, many schools are focusing on practical ways to ensure pupils have consistent access to the digital tools required for learning.

By supporting sustainable device programmes alongside strong infrastructure and teaching practices, schools can continue to build inclusive digital learning environments that support every pupil.