“These are the things I do not know: 1. Where M is at school; 2. Whether she is attending school four days a week or five days a week or less; 3. The address where she lives when she is attending school; 4. Who is looking after her; 5. How she is doing at school; 6. Why she is attending this particular school; 7. What surname she is registered under; 8. What she knows about her background; 9. What professional assessment might reveal about M, since Mrs S has refused to allow any assessment without her present or nearby within earshot; 10. What professional assessment might reveal about M’s relationship with RL, since Mrs S has refused to allow M to be seen with RL without her present.”
“In this case I have overwhelming evidence that it is in M’s interests for her to have a relationship with her mother independently of her grandmother. I am in no doubt that for Mrs S to be present while RL sees M will become increasingly strange and stressful for her. The quality of contact is likely to be poor. M will be increasingly aware of the tensions, and Mrs S’s insistence on being present or within earshot, and on bursting in when things she does not like are discussed will be oppressive and worrying. The capacity for active harm in the circumstances of this case is extremely high.”
“Notwithstanding Wandsworth’s view as at17th September 2010 , I am of the view that M is suffering harm in the care of the grandmother and Mr Feehan, on behalf of the Guardian, does not seriously challenge that view.”
“The battle tactics have changed and M is being overtly manipulated in what I can only describe as a campaign. The only explanation for the change in attitude from a compliant child to a resistant one is that the grandmother had influenced M to take an adverse view about [the contact centre].”
“I said at the time [May 2010] that I accepted that RL was the more volatile and that Mrs S did not show her anger. I have to say, at a number of hearings since I handed down that judgment, I have seen a different side to Mrs S including last week when she has shown quite frightening anger and has shouted and behaved in a most intimidating manner. Whether that behaviour is under her control or not, I do not know.”
“Mrs S’s behaviour last week was alarming in the extreme. She made a number of different submissions to me, including interrupting other parties. She made a number of very personal comments about me. This is something which is, I am afraid, par for the course in this case but it seems to be that it is becoming more extreme….towards the end of what were intended to be final submissions she had the most extraordinary tantrum. This is not the first time this has happened, but this was more extreme, more alarming and more aggressive and she displayed less control than she has ever before. She repeatedly shouted saying ‘take the child, she should go into care’ and, in the end, she stormed out of court and refused to come back.”
“I am very alarmed about the frequent changes of school, I am very alarmed at Mrs S’s preoccupation of the musical ability of this little girl, right from the pre-school stage, because that was the reason why she was trekking her down to Exeter on a weekly basis at the age of 4 and three quarters, and I am very concerned at the emphasis on intellectual rather than emotional development. On the other hand, I know very well how difficult it is to remove a child to a different home at this stage, and how overwhelming must be the justification for so doing. Of course, if I even breathe a word about these prospects I am accused of undermining the placement, and it gets fed back to M and it increases her distress. Mrs S has talked about “double binds”
“Whilst I was talking to M about contact with her mother and whilst she was expressing her feelings, Mrs S stormed into the room and asked in an angry voice if I wanted more tea and grabbed my cup (half filled with tea still) and stood at the entrance of the room and accused me of being a ‘liar’ and asked how ‘dare’ I come into her home and tell lies to a child. She repeated this several times. She went on to say that I am manipulative and that I scored zero. I noticed M rocking in her chair whilst Mrs S was venting her angry feelings.”
“Mrs S accused me of lying because I told M that her mother wants to see her. She asked me how I truly knew this was the case.”
“Miss McKenna: You can make a s 37 placing the child into our care, take the matter immediately and hear inter partes arguments. Mrs Justice Parker: Including an application for discharge. Could I discharge the care order on that basis?”
“I was prepared to entertain an application ex parte because I am satisfied that in the light of what I have been told that there is a risk to M of being emotionally harmed, and to agree to the local authority proposal for a care order. I have made an interim care order ex parte pursuant to section 37 to the local authority. This is to safeguard M for the immediate future. I am prepared to hear submissions by Mrs S, M and Mr S as to why I can’t discharge the care order. I can sit tomorrow, or Monday if necessary.”
“Oh yes, I mean you’ve got to work out how to destroy this child lock stock and barrel, haven’t you? All’s fair and square. I mean, you’re being paid to destroy her so you ought to be allowed to get on with the job perfectly. Go ahead.”
‘… it appears to the court that it may be appropriate for a care or supervision order to be made …’ [s 37(1)] ‘… [the court] is satisfied that there are reasonable grounds for believing that the circumstances with respect to the child are as mentioned in s 31(2) [s 38(2)]. The ‘circumstances … mentioned in s 31(2)’ are that the court is satisfied: (a) ‘that the child concerned is suffering, or is likely to suffer, significant harm; and (b) that the harm, or likelihood of harm, is attributable to: (i) the care given to the child, or likely to be given to him if the order were not made, not being what it would be reasonable to expect a parent to give to him; or (ii) the child’s being beyond parental control.’
‘If I had any hope that Mrs S were able to deal with the child responsibly, sensitively and in her interests, I would have been prepared to reconsider where she should be placed, but I do not think that she has as yet shown any capacity to understand what the concerns are and I do not think that [M] could be other than harmed by going back to her grandparents at the moment’