Children with fathers who take an interest in their education are likely to achieve better exam results and be better behaved, a government study has found.
Yet a substantial number of fathers spend no time with their youngsters on a daily basis.
There is 'consistent evidence' that a father's involvement plays a considerable part in a child's attainment, according to a report commissioned by the Department for Children.
But quality, not quantity of time spent, was the important factor.
The report, which looked at parental involvement in a child's education, noted that studies suggest that fathers are now more involved than they were in the 1970s, particularly for those with children under five.
But it concluded: 'There is evidence, however, of great variation in levels of fathers' involvement, so that even though levels have increased on average, a substantial proportion of fathers recorded no daily direct interaction time with their children.'
In total, almost seven in 10 fathers say they want to be more involved with their child's education.
Evidence suggests 'the quality and content of father's involvement matter more for children's outcomes than the quantity of time fathers spend with their children,' the report said.
Children who had fathers who took an interest in their education were more likely to get better exam results, a higher level of educational qualifications, make greater progress at school and have higher educational expectations.
They were also more likely to have a more positive attitude and be better behaved, the report concluded.
It found that in general, the vast majority (92 per cent) of parents surveyed last year feel 'fairly involved' with their child's school life, while around half feel 'very involved'.
The report follows calls by Schools Minister Jim Knight for more parents to take a greater interest in their child's education.
In a speech to the Specialist Schools and Academies Trust conference yesterday he said parents were one of the 'most important' influences on a child's educational attainment.
He said: 'Parents are the experts in their own children. Teachers are experts in learning. If we can bring those two things together, children will benefit hugely.'
Yet a substantial number of fathers spend no time with their youngsters on a daily basis.
There is 'consistent evidence' that a father's involvement plays a considerable part in a child's attainment, according to a report commissioned by the Department for Children.
But quality, not quantity of time spent, was the important factor.
The report, which looked at parental involvement in a child's education, noted that studies suggest that fathers are now more involved than they were in the 1970s, particularly for those with children under five.
But it concluded: 'There is evidence, however, of great variation in levels of fathers' involvement, so that even though levels have increased on average, a substantial proportion of fathers recorded no daily direct interaction time with their children.'
In total, almost seven in 10 fathers say they want to be more involved with their child's education.
Evidence suggests 'the quality and content of father's involvement matter more for children's outcomes than the quantity of time fathers spend with their children,' the report said.
Children who had fathers who took an interest in their education were more likely to get better exam results, a higher level of educational qualifications, make greater progress at school and have higher educational expectations.
They were also more likely to have a more positive attitude and be better behaved, the report concluded.
It found that in general, the vast majority (92 per cent) of parents surveyed last year feel 'fairly involved' with their child's school life, while around half feel 'very involved'.
The report follows calls by Schools Minister Jim Knight for more parents to take a greater interest in their child's education.
In a speech to the Specialist Schools and Academies Trust conference yesterday he said parents were one of the 'most important' influences on a child's educational attainment.
He said: 'Parents are the experts in their own children. Teachers are experts in learning. If we can bring those two things together, children will benefit hugely.'
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