MEN INTO CHILDCARE

1. MEN INTO CHILDCARE CONFERENCE 2nd MAY 2014

2. ICE BREAKER Men Into Childcare Conference 2014

3. Jon Stonehouse • Director of Children's Services, Education and Skills • City of York Council Men Into Childcare Conference 2014

4. Men in Early Years and Childcare Services A Job for the Boys? David Bartlett Fatherhood Institute

5. What will I talk about today? • The DfE-funded project in York: • Fathers Reading Every Day (FRED) • Men working and volunteering in early years & childcare services • Why “Men in Childcare” matters • International evidence about policy and practice • Where next?

6. DfE-funded Project 2013 – 2015

7. FRED – what is it? • An award-winning US-originated family literacy programme launched in early years settings, schools, libraries etc • For 4 weeks, fathers record time spent reading to their children and number of books read • Marketing: “wanted” poster, “whisper” campaign, children as advocates, dad volunteers, school gate, emails, texts, leaflets • Launch party: log books; top reading tips & booklists; photos / video; fun for kids & dads • Follow-up: everyone, including non-attenders • Celebration party: hand in logbooks; dads • and childrentell their stories; more fun!

8. FRED - outcomes • Fathers who are involved in their children’s early education have a significant impact on children’s attainment and aspirations • Children say their fathers are the second most important people in their lives to inspire reading - second only to mothers (Clark et al, 2009) • 7,000 men have participated so far in the US, and 600+ in UK • US evaluation: More time reading with children(fathers reading 3+ times / week increased 53% to 80%), books read, involvement in children’s education, amount &quality of time with children, satisfaction with father-child relationship, dads’ contact with schools/nurseries • Dads value: they and their children get better at reading, more involved in child’s education, closer relationship, more contact with other parents

9. FRED in York 10 Children’s Centres and 9 schools have started doing FRED Termly newsletter Future sessions linked to Fathers Story Week 9th-13th June, and Fathers Day 15th June Woodthorpe Primary School and Hob Moor Children’s Centre – launch event had storytellers, magician, local library, photo with PeppaPig. Local children's author came to celebration party “Learning is more fun reading with my children. My daughter likes to read all kind of books now” “FRED helped us grow closer. I understand better how well my son reads and what he is reading. It also helped me understand how little time I spend with my child”

10. How we see men’s relationships with children …….is complex and changing

11. Men Caring for Children • Fathers do about 30% of parental childcare (EOC 2003), 50% of mums of 9-month-olds are in paid work (Dex & Ward 2010), 17% of men believe it’s “man’s role to earn the money” – roughly halved in 30 years (BSA 2008) • In 2008 the % of male workers in England was: • Full daycare - 2% • Sessional daycare- 1% • Childminders - 2% • Nursery schools - 2% • Primary schools - 1% • After school clubs - 7% • Holiday clubs - 14% (Phillips et al 2009) • EYPS applicants – about 3-4% BUT…..

12. How we see men’s relationships with children …….is complex and changing

13. FREE OF CHARGE - NO QUALIFICATIONS REQUIRED CHILDRENNEED MEN TOO! A certificated induction course (one evening per week) leading to Access & HNC courses in childcare

14. International Trends International comparisons of limited use - differences in work roles, status, sector development, work/social culture Very few countries have more than 2% of men in early years and childcare workforce. Some have less. Denmark – 8% male childcare workers in 2005, even with pedagogue model, better pay and wider age range (nearly half those worked in clubs with children over 5). Norway - 3% in 1991, 10% in 2008 – legal responsibility to work towards 20% male workers. Some areas have already achieved 25 per cent (Action Plan for Gender Equality in Kindergarten and Basic Education, 2008-10 for Norway) EU target from 1995 of 20% male workers by 2006….

15. Why a gender-balanced early years workforce? National Childcare Strategy - from 1998, target of 6% male practitioners by 2004….later dropped The Coalition: our programme for government (2010): “we want….a greater gender balance in the early years workforce.”   gender equality in childcare work larger pool of labour more diverse workforce with broader skills and experiences positive male role models for girls and boys challenges gender stereotypes enhances pay and status?

16. How to recruit more male workers “Encouraging boys and men to positively consider and then make steps towards work in early years is where action has to start” (CWDC, unpublished 2010) Good careers advice - challenge, fulfilment, career progression. Varied pathways, including entry at HE level. Many successful local initiatives have focussed on career change with less attention on 14-19 age group. Proactive schools - access to relevant school courses (eg Social Care BTEC) / work experience. Whole school approach. Supportive colleges at teaching &management levels. Male only introductory & entry courses - possibly qualification courses. Equip men with confidence, awareness, skills, support networks to work well with (mainly female) colleagues and parents, in context of gendered assumptions. NOT distinct identity / approach. Employer recruitment – images & messages appealing to men, some targetted; channels men use. BOTH short term, catchy, high profile, AND mainstream routine.Taster or volunteering opportunities for men considering career change (eg FRED). Support employers to be positive about male workers and to convey that to parents and other workers – guidance, top tips, routine setting visits, managers network events, safe recruitment practice. Messages for parents – Family Information Service, Careers Services etc. Male practitioners and managers as role models - case studies, face-to-face

17. How to retain more male trainees and workers “No specific data on male retention but anecdotal information is that there are many cases of men leaving the sector weary of justifying and defending their choice of work to friends, family and others.” (CWDC, unpublished 2010) Male practitioner networks - pre and post qualification. Local, national, international. Sharing practice, experience research. Mutual support. Mentoring - from experienced male practitioners during college courses with significant impact on retention. Link to good employment practice - an opportunity to encourage and support male employees. Embed in code of conduct and safer recruitment practice. Colleges too. Dealing with any negativity from parents and female colleagues – crucial for employers to support male workers as full team members. Think and talk about gender-related issues – to help male and female trainees and workers avoid pitfalls and develop supportive approach, recognising and valuing differences between and within genders.

18. Are attitudes and perceptions aboutmale early years workers a barrier? Male workers: Worried about what others might think - peer pressure, false accusations, parental negativity about intimate care - 50% in recent LEYF survey Pressure to do stereotypical male activities (football, heavy lifting, “role models”) Not comfortable working in predominantly female environment – 38% Only 29% say low pay is a barrier Female workers: 98%of female nursery workers want male colleagues (Major Provider Group Survey 2011) Parents / public: 77% of public in favour of male early years workers (MORI 2003) 55% of parents in favour (CWDC 2005) 84% of parents will place their children in a childcare setting employing male worker 34% said other parents may be more suspicious Employers: Surrey and Milton Keynes, and other local authorities that have campaigns, say that vast majority of employers are very positive about male staff

19. Good Practice: Surrey County Council 5% male workers (up from 2% when campaign started) Encourage and guide local employers at routine setting visits Dedicated support staff for workers in workforce development Taster and volunteering opportunities for interested men Targetted marketing Information for parents on FIS website – benefits to children, safe recruitment of men, robust equal opps statement Case studies – youtube videos, transcripts, podcasts: “Some families unfortunately that don't have a male involved…so it brings that balance where the child has a male to play and work and teach and guide.” “I was a stay at home dad…..Started volunteering at the local playgroup….it's not nine-to-five, it's not a suit and a tie…Sometimes when a child finally understands something that you've been telling them about all day…. it's incredibly rewarding.”

20. Where Next? Be strategic – systemic, multi-level, co-ordinated, sustained. Be realistic but ambitious - lasting progress will be a challenge. Need critical mass of 20% Build on positive practice - showcase success, innovate. Quick wins important – high impact, low cost. Cultural change – early & ongoing influence of boys’ career aspirations. Training for JC+, careers service, schools. Training – introductory / entry courses for men, proactive recruitment onto qualification courses. Focus on retention. Employers - specific and sustained focus to recruit and support male staff. Change workplace and parental culture. Develop networks - male practitioner networks, existing early years networks - case studies, support, campaigning.

21. Why we need men in childcare David Wright Men into Childcare conference, York Friday 2nd May 2014

22. Paint Pots Nurseries • based in Southampton • operating since 1990 • 9 settings – 6 day nurseries, 2 preschools, • 1 out-of-school club • 100 staff of whom 7 are male, currently • Our motto -

23. David Wright • 25 years working in IT • 10 years in Early Years • - practitioner, manager, owner • qualified as Early Years Teacher My Story

24. Dowe need men in childcare? and if so… Why? or Why Not? Maybe we’re better off without them?! -

25. Reasons why we might not need men - Risk Takers / Dangerous Get the children “worked up” “rough & tumble” Feckless, Lazy View with suspicion / question their motives Not a job for men – not manly, nurturing, caring Intruding into women’s world Possible uses for men - To play football To go outside, especially when it’s wet and cold! To carry the heavy stuff To fulfill a quota – “We’ve got a male worker!” Role model nb boys

26. Gender The World Health Organisation says that: Gender is the characteristics , roles and responsibilities of women and men, boys and girls, which are socially constructed. Gender is related to how we are perceived and expected to think and act as women and men because of the way society is organised, not because of our biological differences.

27. Culture • ideas, values, attitudes, and expectedpatterns of behaviour (implicit as well as explicit) • the collective programming of the mind which distinguishes the members of one group from another – male vs female? – stereotypes? Society Macro Sector Meso Micro Setting

28. How are cultural values expressed?- in an all female environment?- in an all male environment?- in a “mixed” environment? Expectations – risk taking, behaviour, guns? super-heroes? Environment - what gender is it? Staff relationships Conversations / language / adult:child interactions Cultural references Children’s activities

29. Boys and Girls need Men and Women

30. Boys and Girls need Men and Women • Why? • Arguably the most important job – as a nation we need to ensure the best people working with our youngest children. • Diversity - to redress the imbalance • Equal Opportunity • men have a right to work with children • children have the right to be cared for by men and women • more chance of meeting all children’s needs • Enrich experience • Improved outcomes for children • Tackle stereotypes • To challenge the status quo • To change society • – more tolerant

31. Start from where we are • Less than 2% of workforce • Change attitudes • Outside Sector (macro culture) • Not currently promoted as a viable career option for men and boys • Inside Sector(meso & micro culture) • Support networks, mentoring, environment, attitudes • It’s normal here for children to be cared for by men and women • Build on success • Where are males working currently? • Promote success stories / benefits to men • Put men together – host male students • Male only training courses

32. All interested individuals—men and women, are welcome to join us. Our aims are to - · Promote the benefits of a career in Early Years to men / boys. · Support male practitioners through a local network. · Encourage and support individuals and settings through mentoring. · Positively influence general opinions on the benefits of men working in Early Years.

33. Words Matter – Early Years Education, Child Development, Child Care?? Recent Campaigns - Co-op “Real” men work in childcare – http://www.thecooperativechildcare.coop/careers/men-in-nurseries/ London Men in Childcare http://malestrom1.tumblr.com/post/78443474371/a-video-marking-the-second-anniversary-of-a#.UxSolPl_uSq Other - Men in Childcare Scotland, Kenny Spence

34. BREAK Men Into Childcare Conference 2014

35. PICTURE IN YORK Men Into Childcare Conference 2014

36. FOCUS GROUPS • Attitudes and Perceptions – David Bartlett • Recruiting and retaining male employees – Ken McArthur • Recruiting men onto training courses – Samantha Shaw • Identifying barriers, How to overcome them – David Wright • Parents views – using research – Helen Horner • A Practitioners view – Sam Smart Men Into Childcare Conference 2014

37. Jon Stonehouse • Director of Children's Services, Education and Skills • City of York Council Men Into Childcare Conference 2014 • Next steps - developing a city wide strategy for MiC

38. THANK YOU FOR JOINING US! Men Into Childcare Conference 2014