1700-0689-0107-3484 - [2025] EWHC 1696 (Fam)

C started at kindergarten in Spring 2019. He was not able to settle when left at school and was often disruptive. He moved to another nursery later in 2019. The patterns of behaviour continued. In 2020, he began at an international bilingual school in London. C’s difficulties continued. In 2023, he was diagnosed with ADHD by his treating psychiatrist at the time. Later in 2023, C was given a formal warning by his school for poor behaviour. In September 2023 he was suspended for two days for violent behaviour. This behaviour coincided with the breakdown of the parties’ relationship.

The parties have been able to work together with the school to provide C with the support and assistance he needs. The school agreed to allow C to remain as a pupil on the basis that he must have a chaperone. C has also had further therapeutic assistance and has been prescribed medication for his ADHD. This has improved his aggression and he is more able to focus. It has had a positive impact on his schooling. There is some dispute between the parties about how often C should be having therapy. I am confident that the parties will be able to resolve these matters. It seems that C’s behavioural issues are, more or less, under control and the parties are in the fortuitous position of being able to afford the intervention necessary to enable C to attend and thrive at school.

I accept and find that F is actively involved in C’s day to day life. He often takes C to school and it seems to be F’s intention that he has C for half the school holidays. However, M is C’s primary carer and inevitably the day-to-day tasks, such as maintaining a strict routine, fall to M. It is clear to me that, despite their personal animosity towards one another, both parents are committed to C and want the very best for him.