SUPPORTING THE WORKFORCE TO SUPPORT FATHERS

1. SUPPORTING THE WORKFORCETO SUPPORT FATHERS • Why? • Core Competencies & Skills • Support • Gender Composition of the Workforce

2. Why? • “Father-child relationships – be they positive, negative or lacking – have profound and wide ranging impacts on children that last a lifetime”. Every Parent Matters • Therefore, “Irrespective of the degree of involvement they have in the care of their children, fathers should be offered routinely the support and opportunities they need to play their parental role effectively”. • “Since children benefit enormously from having strong relationships with their fathers, there is a need for public services to engage with both father and mother except where there is a clear risk to the child to do so”. The Children’s Plan

3. The 2020 Children and Young People’s Workforce Strategy includes a commitment “to ensure the whole workforce understands the importance of engaging fathers and supporting father-child relationships and is equipped with the skills to do so effectively”. • “Parties shall use their best efforts to ensure recognition of the principle that both parents have common responsibilities for the upbringing and development of the child.” Article 18 of the United Nations Convention on the Rights of the Child

4. Gender Composition • Men make up about 17% of the social care workforce (rising to 35% at senior management levels), and less than 2% of the workforce in early years settings. • This dramatically gendered pattern of employment reflects a range of factors including cultural norms, low pay, part-time work, low status, poor conditions and in some services low qualification levels. • Does this matter?

5. Workers engaging with men do not generally have to be male… • BUT the gender of workers can make a difference to the effectiveness of work with men in certain circumstances: • Some dads feel more comfortable asking men, rather than women, for advice, e.g. male workers are preferred by some younger dads. • Role model for dads/children. • Some men can ‘add an extra dimension’ physical play, competitiveness, etc. • Male workers may be more suitable when working with fathers in certain communities and settings.

6. Core Competencies & Skills • The Common Core of Skills & Knowledge for Everyone who Works with Children and Young People acknowledges the rights of children and young people. It also recognises the role parents, carers and families play. • Families are organised in different ways, so whenever the common core refers to parents or carers, it includes all of the following people: biological mothers and fathers, adoptive parents, step parents, same sex parents, foster carers, legal guardians, grandparents, extended family members and other adults who provide care for children.

7. A Reminder of the Common Core • Effective communication and engagement • Child and young person development • Safeguarding and promoting the welfare of the child or young person • Supporting transitions • Multi-agency and integrated working • Information sharing

8. The Common Core & Fathers Members of the workforce will want to: • be clear about their role in supporting father-child relationships. • be supported to engage proactively and systematically with fathers in the families they are working with. • have systems, forms, and letters that support the engagement of fathers. • be able to confidently explain to fathers why they are important to their children and how services can help; • take time to find out about fathers experiences and needs. • promote positive perceptions of men as fathers and carers.

9. Individual & Team Development One to one supervision and team meetings are crucial ways of communicating to staff that working with fathers is a core part of their role, and will help to ensure that managers support them effectively: • Engaging with fathers should be raised routinely in supervision – both generally with reference to the workers confidence and competence and specifically as it relates to casework. • Managers can use information from supervision sessions and team meetings to inform individual and service development plans

10. Homework! • Hold a team discussion where each team member suggests one idea for something the team could do differently to engage fathers. Decide which ones you are going to put into action. • Ask fathers whether they think your service does enough to involve and engage them, and what they would like you to do differently. • How do you feel about having to engage with fathers? What differences are there between male and female workers? Ask your colleagues. • Find out how male staff members feel. For example, do they feel excluded or embarrassed if female team members make open, negative comments about men, or do they think that they are always asked to work with the fathers?

11. Review your agency’s physical environment and list the changes you can make to your décor, posters and notice boards to make them more father-inclusive. Consider whether you need to deliver services in different settings that appeal more to fathers, such as the local sports club. • Take a look at your agency’s job descriptions and person specifications to see whether or not they take into account the need to engage with fathers. • Re-visit your forms, letters and procedures to ensure you are routinely gathering the details of all fathers and male carers. • Contact Children’s Workforce Training if you have suggestions for learning opportunities you think would help develop a father-inclusive workforce.

12. For information about training opportunities for the Children’s Workforce visit: • www.bathnes.gov.uk/childrensworkforcetraining • You will be able to access information and application forms for the following training programmes: • Common Core of Skills and Knowledge • LSCB Child Protection and Safeguarding • Mental Health & Emotional Wellbeing • Integrated Working (CAF, Lead Professional etc.) • If you need any further information contact the Integrated Training Administrator on 01225394210 or childrensworkforce_training@bathnes.gov.uk