Dads in the Picture

Juliette Collier

Head of Family Learning Campaign for Learning

Manchester November 08

Jcollier@cflearning.org.uk

Family Learning

Why?• Desforges research report: DfES 433 • SSAT research DCSF: RW004• Policy context: • Children’s Plan/ ECM/ sustainable schools• LSC Guidance fathers one of only two priorities identified• Double Whammy-It makes a difference!

Parental Engagement but do Parental Engagement but do we mean mothers?we mean mothers?

“High levels of parental expectation, consistent encouragement and actions to enhance learning opportunities in the home were all positively associated with students’ high aspirations and college enrolments – this regardless of students’ SES or ethnic background.

Catsambis 2001 ”Detailed information- DfES documents: Ref: PICE/IPRA and Ref: LEA/0339/2003

Father Focus

•‘Fathers, including non-resident dads have a right to be involved’

•‘Schools must provide information to every parent where possible’

Whatever dads do Whatever dads do mattersmatters

•Environmental walk

•The Big Draw! – can link to Mosaics, Changing Spaces and Family Feast Day

•Treasure Hunt

Dear FatherI don’t say dad because you haven’t been a dad to me have you? My name is Daniel. I am Rebecca Buck’s son. You might not remember my mother, but I think about you all the time. (11yr old, DfES/Fathers Direct 2003)

Whatever dads do matters to their child

Fundamental to Raising Fundamental to Raising achievement in schoolachievement in school

www.bbc.co.uk/raw/getinvolved/storytellingcomic Children with highly involved fathers tend to have:•Fewer behavioural problems•Lower criminality and substance abuse•Higher educational achievement•Greater capacity for empathy•Non-traditional attitudes to childcare and earning•Higher self-esteem and life satisfaction(See Flouri 2005; Pleck and Masciadrelli 2004)

Fundamental to Raising Achievement

Effects of parents/effect of schoolsEffects of parents/effect of schools

age 7 0.29 / 0.05

age 11 0.27 / 0.21

age 16 0.14 / 0.51

Achievement Parents / effects of school

from Sacker et al (2002)

Critical Success Factors

•Consultation Consultation Consultation!

•Whole organisation approach - CPD

•Environments

•Stepped relationship

•Incentives

•Personal invitation

Critical Success Factors

•Personal Approaches

•Child

•Mother

•Already recruited dads recruiting others –volunteer training

• Sell the activity as

‘something that you can do

for your children’

ResourcesResources

www.familylearningnetwork.com over 25 links to working with dads

www.bbc.co.uk/raw/getinvolved/storytellingcomic

Best Coach

•Raising awareness about the importance of dads as role models and providing support for their child’s learning and development

•Giving dads the tools to support learning

‘‘The only lasting gifts we give The only lasting gifts we give our children are roots and our children are roots and

wings’wings’