“65. He was, I am afraid, an unimpressive witness whose evidence was not credible. He was defensive, combative, evasive, at times sarcastic, or asked questions himself. He was at times very domineering when he gave his evidence, frequently speaking over or interrupting others. He was at times patronising. He was articulate for the most part, but his evidence was somewhat inconsistent, and I am satisfied he was not always truthful with the court in his evidence. … 126. What [the F’s] evidence to the court demonstrated is a complete lack of understanding of the perspective of the children, what changes he could make to mitigate the current situation and what he could learn from the past to improve the future. The focus is about the failings of others, but he does not feel that he has done anything wrong or made any mistakes in his handling of this situation. The evidence points to a woe is me attitude, seeking to paint himself as the victim and indeed that was his remarkable evidence to this court, that he, not [Person B1], is the victim, that she has set traps for him. I do not accept that is the position at all. … 133. With all of the complaints that father has made, and the professionals who have not done as he wanted, the father has complained in most part, in my judgment, to deflect attention, to seek to divert professionals from looking at and assessing what is right in front of them. It is, in my judgment, a significant and concerning part of this father's personality, is demonstrative of how he seeks to control and distort information, the agenda and the narrative. 134. I note the following. [A] is very vocal at lunchtimes, telling the rest of her table, "Daddy shouts all the time at mummy". She was noted to be very sensitive and could be tearful at times. One of the children told staff, "My dad says the f word all the time. You know the naughty word that starts with f." She has also told staff that dad shouts at mum all the time. One of the girls talked about [the F] getting mad and kicking things like a table. 135. One child, now known to be [one of the twins], had been crying in school, claiming that [the F] had told her he would kill the cat if the family did not return to live with him. She reports having nightmares about who she is going to live with and what is going to happen to her. She said, "Dad has told me someone is coming to see me, not my sisters. They are too young. They are going to interview me and ask if dad is nice or if he shouts. He says I've got to say that he doesn't shout, and he does nice things and he's not an ogre. They are coming to see who is safe for us to live with." This is, in my assessment, a direct example of [the F] seeking to manipulate [Person C1] into saying what he wants her to say, to achieve what he wants to achieve. 136. The emotional impact upon the children is clear. At D5 the school, on14 February 2020 , noted that [a twin] had been working at an age appropriate level. However, over the last few months her reading and writing skills were now well below age related expectations, with her maths test data also below age related expectations. [a twin] had referred to herself as ‘a loser' in school. The school were voicing clear concern that of the three children [a twin] had been most affected, with school sharing concerns in relation to [a twin] mental health if the conflict continued. She was noted to be teary in school and was describing herself as tired or scared when asked by school staff how she was feeling. [Other twin] was noted to be rude at times in school.”
“6. In summary, the test to be applied upon an application to reopen a previous finding of fact has three stages. Firstly, the court considers whether it will permit any reconsideration of the earlier finding. If it is willing to do so, the second stage determines the extent of the investigations and evidence that will be considered, while the third stage is the hearing of the review itself. 7. In relation to the first stage: (i) the court should remind itself at the outset that the context for its decision is a balancing of important considerations of public policy favouring finality in litigation on the one hand and soundly-based welfare decisions on the other; (ii) it should weigh up all relevant matters, including the need to put scarce resources to good use, the effect of delay on the child, the importance of establishing the truth, the nature and significance of the findings themselves and the quality and relevance of the further evidence; and (iii) above all, the court is bound to want to consider whether there is any reason to think that a rehearing of the issue will result in any a different finding from that in the earlier trial. There must be solid grounds for believing that the earlier findings require revisiting.”
“On arrival, this was a task of reintroducing to all the girls, who welcomed me, especially as I have met the girls on multiple occasions during the previous Proceedings. [Twin 1] was struggling to engage and appeared somewhat anxious, which her mother says has been happening more and more lately and she is speaking with the school about [Twin 1’s] apparent anxiety. [Twin 1] says she does not wish to discuss the situation again, which is of little surprise given her clear views previously. [Twin 2] is engaging and wanting to show me her rabbit and chat about school and friends. On A walking towards me she appeared somewhat emotional. On sitting down with [Twin 2] and A (as they wished to sit together to speak with me) A started to cry. I discussed the situation and also took time to talk about this being an opportunity to change their views and see their father if they wished too [sic]. The girls were quick to respond saying they have previously said what they wished to happen. Again, I reinforced the comment that this could still be an opportunity to change their views and see their father. A was asking why her father, who she referred to as “he” throughout, is doing this again. [Twin 2] echoed similar comments as to why their father will not listen and leave them alone. A said the following: “we just want it to stop Steve. We’ve said what we want to happen and we don’t want to see him. Why won’t he leave us alone and just stop it”
“Can you ask the Judge to please make it stop”