So can society breathe a sigh of relief? Not at all, the word ‘professional’ in childcare would seem to refer only to the fact that a payment is being made to the people who act as ‘carers’. When we pay to have our house painted ‘professionally’ we expect the standard of the work to exceed our own ‘do-it-yourself’ attempts. Likewise if we pay for professional legal or financial advice, our expectations are that the quality of the work will exceed our own amateur efforts. Yet, when it comes to paying people to look after children, our expectations are incredibly low, most foster ‘carers’ are unqualified and ‘care staff’ in children’s homes require an NVQ level 3 (a requirement which is sporadically enforced). The NVQ is a work-based practical qualification with very little theoretical underpinning and no reference to ‘parenting’ nor is there any attempt to define or examine the quality of the relationship between the adult and the child.

On the 20th April 2009, The House of Commons Children, Schools and Families Committee, published a report on Looked-after Children which expressed concerns about ‘parenting by committee’ and championed the importance of ‘relationships’: ‘We believe that the greatest gains in reforming our care system are to be made in identifying and removing whatever barriers are obstructing the development of good personal relationships, and putting in place all possible means of supporting such relationships where they occur.’ (Page 27 para 29)

Unfortunately, the report failed to identify that the most important relationship for a ‘looked after’ child or young person, is the one that they have with the adult responsible for their care. Children need adults who are sensitive to their needs, are able to set boundaries and who are willing and able to make a commitment, in short, a parenting relationship, not another ‘best friend’ ‘social worker’ ‘teacher’ or ‘psychologist’ but someone who will act as a good parent.

Now we need that explanation of what we mean by ‘good parenting’. Many years of research by psychologist Diana Baumrind, identified which ‘parenting styles’ lead to long-term positive life outcomes. Unlike the government’s targets of several GCSE passes, Baumrind considered more practical life outcomes, like survival into adulthood, avoiding drugs, prostitution, and prison.

Parenting style’ refers to a combination of parental control and expectations for the child’s learning and behaviour (demanding-ness) together with sensitivity to the child’s needs (responsiveness). Baumrind identified four different parenting styles:

1. Authoritative: the parenting style which leads to the most successful life outcomes. Combining parental demands, control and setting clear boundaries and expectations with a high level of sensitivity and interest in the child
2. Authoritarian: High on demands, control and expectations but low on sensitivity to and interest in the child.
3. Over-indulgent: Low on demands, control and expectations, but high on sensitivity and interest in the child.
4. Neglectful: Low on demands, control, expectations, and low in sensitivity and interest in the child.

Having correctly identified that relationships are key, the Select Committee went in search of outstanding practice, they visited Denmark and reported on the excellent work and positive outcomes that are being achieved with looked after children and families. Perhaps the answer to professionalising childcare can be found in the three-and-a-half year degree-level course leading to qualified ‘social pedagogues.’

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